There is a marked deficit of scholarly research specifically pertaining to Black Nova Scotian teachers; yet, there is a growing body of research in education which postulates recruiting, educating, hiring, retaining, and supporting Black teachers as integral components in the success of Black learners. Moreover, there is research which suggests that gaining a better understanding of Black teachers’ school-based experiences could help inform curriculum in teacher education programs, better prepare prospective Black teachers for what to expect when entering the profession, inform educational leadership of possible toxic organizational culture (ie. covert systemic anti-Black practices, overt racialized microaggressions, etc.) and incite positive change towards a more just working environment.

            I believe that the bedrock in effectively realising these endeavours involves gaining a greater understanding of the school-based experiences of Black teachers. Thus, the aim of my qualitative research is to explore the experiences of Black Nova Scotian teachers as they navigate rural Nova Scotian schools and determine how their identities as Black Nova Scotians has informed and possibly shaped their teaching practice and experiences in their schools.

            With that being said, Black Nova Scotians have historically been subjugated to and disadvantaged by oppressive systems and injustices on the basis of their racialized and cultural identities. And since our experiences are still entrenched in inequitable power relations, my research will take a critical stance. I plan to defend my proposal in the Fall 2021 term and hope to complete the data collection and analysis phase by the end of the Winter 2022 term. This project is long overdue and holds the potential to initiate a domino effect towards positively shaping and uplifting the future of Black teachers, learners, and communities in Nova Scotia.