“How Can We Even Be Equitable?”: Building Culturally Responsive Co-Teaching in Shifting Political Contexts

• In Event: AERA Roundtable Session Wednesday 9:45 am - Gold 2
  In Roundtable Session: Advancing Equity in Special and Inclusive Education

Abstract

Amidst challenges to equity and inclusion in K-12 education, this study explores how general and special education co-teachers in a first-ring suburban Midwestern high school sustain culturally responsive practices (CRP). Co-teaching, an under-researched area, faces added complexity as educators navigate contradictory policies and public discourse.

From August 2024 to June 2025, weekly observations and interviews were conducted with six co-teachers to examine their collective responses to policy contradictions and their evaluation of CRP. Preliminary findings reveal teachers' concerns over what defines equitable and inclusive practices, leading to adjustments in classroom and curricular practices. They struggle to empower students amidst conflicting policies. This research aims to expand culturally responsive co-teaching frameworks and guide leaders in supporting inclusive, CRP-aligned approaches.

Author

• Brittany Stahlman, University of Minnesota