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I chose the book "Tales of the World." I use this dynamic in activities to develop reading alouds and discussions. It also helps students reflect on the culture and learn about other cultures.

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In my history classes, I like to include diverse voices: Asian, African, and Latin American. In class, we compare different countries where colonization took place, as the goal is to foster empathetic and critical thinking in students.

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In mathematics, a design was integrated that used African and geometric patterns, especially Mayan numerical ones. I included experiments that used traditional practices from different cultures.

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We created a mural of global leaders like Nelson Mandela and Wangari Maathai. This way, students learn that leaders can come from any place and culture.

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When explaining concepts, I use examples related to their cultures, such as typical foods or local customs. This makes the content more understandable and meaningful.

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I encourage the use of words in their native languages ​​and create bilingual posters in the classroom. This reinforces linguistic identity and promotes respect for other languages.

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My students research and present about their country of origin or a culture they want to explore. This fosters collaboration and respect for diversity.

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I set aside time for them to share their customs, songs, and traditions. We even have themed days where we celebrate different cultures.

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My classroom has maps, flags, phrases in several languages, and a rotating multicultural corner. Each month, a student chooses which culture they want to learn more about.

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Together we created a cohabitation contract that establishes respect for all cultures, religions, and ways of life. We all signed it at the beginning of the year.

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I avoid stereotypes and use diverse examples. I make sure to respect names, pronunciations, and pronouns, and I teach students to do the same.

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We plan celebrations together, such as the Lunar New Year, Day of the Dead, Ramadan, etc. Each event is an opportunity to learn respectfully.

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We conduct research on the neighborhood's cultural history or interview residents from different cultures. This connects learning to real-life experiences.

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We held a "Cultural Fair" with information booths, food, dances, and traditional costumes. The families actively participated. It was an unforgettable experience.

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I use automatic translation apps, send newsletters in multiple languages, and arrange meetings with interpreters when necessary. I want all families to feel welcome.

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References:

Yuyun Elizabeth Patras, Muhammad Japar, Yuli Rahmawati, & Rais Hidayat. (2025). Integration of Culturally Responsive Teaching Approach, Local Wisdom, and Gamification in Pancasila Education to Develop Students’ Multicultural Competence. Educational Process: International Journal, 14.

Dila Bozkurt, & Ece Zehir Topkaya. (2025). A Critical Multicultural Education Learning Module for English Language Teacher Education Programs. Turkish Journal of Education, 14(1), 19–46.

Ridha Rouabhia. (2024). Exploring “A Pocket Guide to Writing” through Cultural-Historical Activity Theory: Implications for Multicultural Education. Dinamika Ilmu, 24(1), 1–9.