Canadian Nova Scotian Black learners in the Individualised Program Plan (IPP)

Intersectionality analysis and findings from a household survey

Bibliographic Data

ID12579271
AuthorsGeorge Frempong (0000-0002-8509-7539, Delmore “Buddy” Daye Learning Institute Halifax, corresponding author), Raavee Kadam (0000-0002-7010-2999, Saint Mary's University), Joyline Makani (0000-0002-8796-3648, Dalhousie University), Michelle McPherson (0000-0003-2707-2138, Science Atlantic), Nyasha Mandeya (Dalhousie University), Nyasha Patience Mandeya (Dalhousie University), Timi Idris (PLANS (Promoting Leadership in Health for African Nova Scotians), Dalhousie University)
Year2023
Volume29
Issue7
Pages1151-1167
Publication date2023-10-13
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueInternational Journal of Inclusive Education (JOURNAL)
Journal identifiersISSN: 1360-3116 • E-ISSN: 1464-5173
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/13603116.2023.2263014
OpenAlexW4387601945
LanguageEN
Citations received1
References cited35

In the Canadian Nova Scotian education system, the Individualised Program Plan (IPP) is designed to support students for whom the public school programme curriculum outcomes are not applicable or attainable. Schools can also place students in IPP programmes based on their behaviour. For minority students, especially Blacks, evaluation reports indicate their over-representation in these programmes and, therefore, the need for this research. Through intersectionality analysis of a household survey, our study explores how students’ multiple identities impact their designation as IPP. Our analysis indicated that schools tend to place Black male/female students from non-immigrant households with low socioeconomic backgrounds in IPP programmes making students with these multiple identities the most vulnerable. We argue for an intersectionality framework to address this challenge and inform the implementation of the current Nova Scotia inclusive education policy.KEYWORDS: Black Canadiansspecial placementintersectionalityNova Scotia education Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by Social Sciences and Humanities Research Council of Canada.Notes on contributorsGeorge FrempongGeorge Frempong is the inaugural Director of Research at the Delmore ‘Buddy’ Daye Learning Institute (DBDLI). He has over three decades of research and teaching experiences advancing knowledge in inclusive education policies and implementation.Raavee KadamRaavee Kadam is a Deveau/DBDLI Postdoctoral Fellow at Saint Mary's University and undertakes research that informs policymakers, educators, parents and the community on how to best improve educational opportunities and outcomes for Nova Scotian learners of African descent.Joyline MakaniJoyline Makani is an Assistant Professor and Management & Economics Librarian at Dalhousie University. Her current research activities sit at the intersection of information science, data management, knowledge management, collaboration, entrepreneurship and innovation.Michelle McPhersonMichelle McPherson is a former Science Atlantic's Program and Membership Support Officer.Nyasha MandeyaNyasha Mandeya is a former student at Dalhousie University.Timi IdrisTimi Idris worked as the Research Project Manager at the Delmore ‘Buddy’ Daye Learning Institute and is currently the Manager of the Promoting Leadership in Health for African Nova Scotians (PLANS) program at Dalhousie University

Curriculum · Inclusion (mineral · Intersectionality · Medical education · Nova (rocket · Nova scotia · Pedagogy · Political science · Public relations · Socioeconomic status · Sociology · Disability Education and Employment · Disability Rights and Representation · Diverse Education Studies and Reforms · Gender Studies

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