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Incorporating a variety of books from different cultural backgrounds into the curriculum will open students' minds to different perspectives. For example, including novels, poetry, and short stories from diverse authors across the world will help students see themselves in the curriculum and builds empathy. In science, articles and research conducted by indigenous scientists I can be a great way to incorporate diversity. To apply, each unit should start with a culturally relevant text or reading.

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Present events like colonization from multiple viewpoints, including Indigenous narratives. Presenting historical events through various cultural lenses promotes critical thinking and counters single-story narratives. An example would be to teach WWII from U.S., Japanese, and Filipino perspectives. Use primary sources from different groups during lessons.

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Analyze economic development in countries like Ghana, India, and Brazil. Design units around global themes like migration, justice, or identity as it encourages global citizenship and connects content areas. For example, a unit on migration across Literature, Social Studies, and Art. It is best to collaborate with other teachers for cross-subject integration.

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Use real-world scenarios reflecting students' backgrounds, such as currency conversion exercises. Incorporate community issues and diverse innovators into mathematical tasks. This shows real-world impact and inclusivity. For example, a math project analyzing global income inequality.

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Allow students to express understanding through culturally relevant formats. Gather information on students' cultural communication and learning styles. This enables tailored instruction that respects how students learn best. Use a survey at the beginning of the school year or a “Getting to Know Me” activity. "CRT helps teachers select and develop materials that address diversity, employ various teaching strategies with academic rigor, and facilitate equity between students’ cultural backgrounds and mainstream ideologies."
— Gay, 2018; Yuan, 2018.

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Adapt teaching styles to align with students' cultural communication preferences. Allow students to demonstrate learning in diverse formats. This honors various ways of knowing and sharing knowledge. Have students create a video, poetry, oral storytelling, art, or a traditional dance. Offer menu-style project options for them to choose from.

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Integrate students' home and community knowledge into lessons. Invite students to bring family knowledge into their work as this validates home culture and builds connection between school and life. For example, students can create a “My Culture Box” presentation based on their cultural backgrounds or have them interview a family member for a history project. "Culturally responsive teaching uses the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them."
— Gay, 2018, p. 36

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Link abstract concepts to cultural stories or traditions students already know. This builds understanding through familiar connections. An example would be to use the Lunar calendar to teach time and seasonal cycles. Ask students to explain a new concept through a cultural metaphor.

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Decorate with multilingual posters and cultural artifacts representing students' backgrounds. Use wall art, books, music, and visuals representing all cultures. Doing so sends a message that all identities are welcome and valued. Rotate displays based on students' backgrounds and celebrations.

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Collaboratively create class norms that honor diverse cultural expressions. Co-create classroom expectations that prioritize respect, identity, and equity. This gives students ownership and sets an inclusive tone in the classroom. Create a “Community Agreement” during the first week of school. For example, create a rule such as “We respect all languages” or “We honor every story.”

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Celebrate various cultural holidays and heritage months throughout the year. Have students conduct research on events from their culture/background and their dates. This gives students the opportunity to provide input and feel included in their classroom. Have them conduct their research within the first month of school.

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Use language that is respectful and inclusive of all cultures. Also use words from students' home languages and avoid dominant-culture idioms. This creates a tone of linguistic equity in the classroom setting. Display greetings in students' languages and invite language contributions on a “Word Wall.” “Groups of students with varying backgrounds and ability levels frequently benefit from problem-based collaborative work, especially in the acquisition of literacy.”
— Donahue, 1999

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Host events where families share traditions, food, and music. Invite families to share food, music, and traditions to build trust and celebrate community diversity. Host a Culture Fair or Cultural Day/Night where members of the community can showcase their diversity in various forms.

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Use translation tools or bilingual staff for all school-home communication. Providing information in different languages ensures that all families can participate in school-related activities. Send out class newsletters in home languages; use apps like TalkingPoints or ClassDojo with translation.

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Multilingual Parent Workshops and Parent-Led Opportunities

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Multilingual Parent Workshops and Parent-Led Opportunities

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Provide resources and workshops in multiple languages. Invite parents or local leaders to teach skills or share stories. This recognizes families as knowledge holders and gives them the opportunity to collaborate with one another. Scheduling “Family Fridays” in which the community comes together to teach traditional cooking, dances, etc.

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Engage students in community projects that reflect cultural diversity. Connect learning to real issues in students' neighborhoods to make learning relevant and build civic engagement. Have students create a map that documents cultural landmarks in their neighborhood or have them collaborate with local shelter/refugee center for a needs-assessment project. Use service learning as part of project-based learning.