Embracing Culturally Relevant Education While Navigating Restrictive Legislation: A Perspective from Florida

This study presents data gathered from an international service-learning experience in Costa Rica situated within a foreign language methodology course. Research has shown the benefits of international experiences on teacher education in raising participants’ awareness of the importance of teaching for cultural relevance; however, legislation in some states limits such efforts. Data include participant responses to writing prompts and interviews reflecting on their experience in Costa Rica. Overall, participants reported that their commitment to culturally relevant education increased but highlighted the challenges that exist for implementation in the United States due to legislative restrictions. Discussion and implications focus on empowering teachers to resist self-censoring and to continue advocacy work.