Homeschooling Experiences of Kenyan Mothers of Children with Dyslexia during the Covid-19 Pandemic

A Multiple Case Study

Abstract

Previous studies have provided homeschooling experiences of parents, but little attention has been paid to African mothers’ homeschooling their children. Mothers of children with dyslexia spend more time nurturing, socializing, and in care work as compared to non-homeschooling mothers. This study uses a qualitative method from an African Feminist Epistemology lens to explore the lived experiences of homeschooling African mothers. A small case study sample is used to provide a rich, detailed understanding of the phenomena (Scribner and Crow, 2012). Out of ten mothers interviewed from a Nairobi-based social support group for children with dyslexia, two were fully homeschooled during and after the COVID-19 pandemic. The study specifically focuses on the unique experiences of the two homeschooling mothers to provide an African homeschooling context and experience. A narratological method is used to compare and contrast the mothers’ exclusive experiences. Five main themes emerged from the study: strategies used by mothers; impact on careers; mental health; financial independence, and impact on social life. We conclude that mothers' homeschooling mainly resulted from the COVID-19 pandemic. Mothers used wide-ranging creative strategies for successful homeschooling alongside household chores and care work for the family. Homeschooling, however, had a negative impact on mothers’ careers, mental health, financial independence, and social life. We conclude that the lived experiences of homeschooling Kenyan mothers of children with dyslexia may be considered an impression of what other homeschooling Kenyan mothers of children with learning disabilities face.