Mateen believes all students should “see themselves in what they’re learning,” adding, “there are a lot more commonalities… but there’s beauty in the differences as well.” Her philosophy aligns with frameworks like New York’s Culturally Responsive-Sustaining Education, which affirms diverse identities and fosters empathy.
As debates over educational content intensify across the U.S., Connecticut stands at the forefront of a movement to expand culturally inclusive curricula. Leading that effort are educators like Ms. Mateen, a teacher at Fairfield Warde High School, whose passion for Black and Latino Studies reflects both personal conviction and a broader national trend toward representation in the classroom.
Her journey began in graduate school, where she discovered a new curriculum that struck a chord. “It was content that I didn’t learn when I was a kid,” she says. “What is something I wish I learned in high school? This course kinda fell in my lap.” Her experience reflects a wider effort: as states like Connecticut build model curricula around underrepresented histories, teachers are stepping up to fill the gaps.
The results speak for themselves. Students engage more deeply in Black and Latino Studies than in traditional history classes. “Even students who aren’t Black or Latino have a better understanding of the world,” she notes. Research backs her up—showing that inclusive curricula improve academic outcomes and broaden perspectives.
Still, there are hurdles. “There’s so much history, and I just don’t have time to teach it all,” she admits. With unclear standards and political divides nationwide, implementing inclusive education remains a challenge.
While she feels local support, she’s aware of national resistance. “Culturally and politically… if this course were federally mandated, it’d be on the chopping block,” she says. Content that challenges dominant narratives can make some uncomfortable—but she argues discomfort is part of growth.
“Education is power, but applied knowledge is also powerful,” Mateen says, urging educators to “grapple with your uncomfortability” and collaborate with students and communities.
Mateen hopes public education continues to receive support and confront difficult truths. “We may disagree, but we engage. We don’t run from it,” she says. “Even though the history focuses on two large communities, everyone—regardless of nationality, creed, race, ethnicity—is involved. It’s important that everybody engages with the information to maybe understand our world a little better.”