"I Don't Care What DeSantis Wants Us to Teach": Meeting Culturally and Linguistically Diverse Students' Curriculum and Instructional Needs

• In Event: Interrogating Special Education Policy and Practice

Abstract

An educational debt exists for Black and Latinx students with and without IEPs. This debt extends to underrepresentation in curricula and overrepresentation in special education. Identity representation in ELA curricula offers promise to counter this existing educational debt as well as overrepresentation. This qualitative study explored the ways in which secondary ELA teachers working with Black and Latinx students with and without IEPs consider identity representation in their curriculum choices amidst state curriculum bans. Interviews were conducted with n =12 teachers working with Black and Latinx students in inclusive settings in a state with curriculum bans. A four-level coding analysis yielded three thematic categories. Implications for research and policy navigation and recommendations for further study are enclosed.

Author

• Kayla Larkin, University of Memphis