Date of Award

Fall 12-12-2021

Document Type


Degree Name

Doctor of Education (Ed.D.)


Education: Curriculum and Teaching

First Advisor

Jody Polleck

Second Advisor

Jennifer Tuten

Third Advisor

David Connor

Academic Program Adviser

Marshall George


Although the co-taught classroom is the fastest-growing inclusion model in U.S. public schools, an increasingly-diverse student population coupled with the continued overrepresentation of students of color in special education threatens to undermine its potential as an inclusive space that ensures success for all students. This multiphase, critical qualitative study explored how three pairs of co-teachers navigated race and dis/ability within co-taught classroom spaces serving students with multiple, intersecting identities. Informed by Disability Critical Race Theory (DisCrit), Critical Race Spatial Analysis, and the DisCrit Classroom Ecology framework, this study sought to examine how co-teachers’ own educational histories and beliefs about race and dis/ability impacted their instructional decision-making processes. Co-teachers’ varying levels of critical consciousness were examined through Education Journey Mapping (Annamma, 2018), semi-structured interviews, observations of co-teachers’ English Language Arts planning, and classroom observations. Findings demonstrated the need for praxis-oriented, intersectional frameworks and professional learning opportunities that support teachers in operationalizing critically-conscious and affirming curriculum and pedagogy.



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