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Just like the different molecules that serve distinct functions, in the end, they all function holistically, just like different cultures serve different roles, contributing to the construction of the larger society.

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Culture interacts with other cultures and generates new ones, just like the microscopic reactions of molecules.

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Culture interacts with other cultures and generates new ones, just like the microscopic reactions of molecules.

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Just as molecules, culture is in every corner of people's life

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Just as molecules, culture is in every corner of people's life

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As human's bodies are consist of countless molecules, culture shapes how we behave and perceive the world

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As human's bodies are consist of countless molecules, culture shapes how we behave and perceive the world

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As a product of learning(Goodenough, 1981), culture is created by human beings and further shapes their categorical perception of and navigates how people react to the outside world. People generalize the rules of the world from their past experience and logical rationalization, and use this "grammatical formula" to predict and guide their actions when dealing with unpredictable futures.

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Culture is influenced by surrounding environments and micro changes are constantly subjected to macro evolution

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Culture is influenced by surrounding environments and micro changes are constantly subjected to macro evolution

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As educators, how should we deliver CRT from the perspective of students’ knowledge construction rather than holding celebration for multiple cultures?

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As educators, how should we deliver CRT from the perspective of students’ knowledge construction rather than holding celebration for multiple cultures?

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Incorporating students' background, experiences, and knowledge to collectively design curriculum serves the construction of multicultural knowledge. Meeting standards is fundamental, but students should be invited to be open-minded thinker who connect academic skills with real-life issues in a society where multiculturalism is omnipresent. It is essential to "build a sense of community among students and create a classroom ambiance characterized by inquiry, discourse, personal involvement, novelty, and reciprocity. (Gay, 2018)"

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How does centering around students’ diverse cultural assets holistically empower them to become change agents beyond the standardized curriculum? 

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How does centering around students’ diverse cultural assets holistically empower them to become change agents beyond the standardized curriculum? 

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"An equity pedagogy exists when teachers modify their teaching in ways that will facilitate the academic achievement of students from diverse racial, cultural, gender, and social-class groups. (Banks, 2021)" The key is to create pedagogical methods that consider and align with various learning styles within various cultural groups, which offers chances for students to acquire and apply knowledge through lens of multicultural education.

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Content integration: Capitalizing the household of knowledge

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Content integration: Capitalizing the household of knowledge

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How the implicit cultural assumptions, frames of reference, perspectives, and biases within a discipline influence how knowledge is construed within it(Banks, 2021). As a dynamic process, culture is written and constructed by who has the power, where the voices of minority groups are neglected. To deconstruct and then re-construct that, teachers need to use examples and content from a variety of cultures and groups to illustrate key concepts, generalizations, and theories in their subjects. Counter-narratives and stories from diverse minority groups should be integrated with the standardized mainstream course content.

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How to Explore Counter-Narratives through Youth Place-Based Photojournalism - YR Media

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AUTHOR BIO Rebecca Longworth (she/they) teaches 9th grade Humanities at Latitude 37.8 High School in the Fruitvale neighborhood of Oakland, California, on the unceded Ohlone land known as Huichin. Mx Longworth is also a veteran media-maker as a motion graphics designer and creator/producer of live performance. They live in East Oakland with a partner and…

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The relationship between cultures and languages is intertangled in bilingual education, so how should we leverage student language skills to bridge the cultural gap in an educational setting?

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The relationship between cultures and languages is intertangled in bilingual education, so how should we leverage student language skills to bridge the cultural gap in an educational setting?

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The dynamics of White dominance can be self-perpetuating due to the luxury of ignorance, the assumption of rightness, and the legacy of privilege(Howards, 2016). By understanding the true nature of these dynamics, teachers can become "highly competent diagnosticians of dominance"(Howards, 2016, p. 70). In other words, by centering students' diverse cultures as the focus and an extension of the standardized curriculum, we are actually creating a "collective presence" of all the students and breaking the perpetuation, which would contribute to a better future for all students.

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White supremacy, and the concept of whiteness that it relies on, grows when it goes unnamed and unchallenged. In the absence of honest conversations about race, it festers like a wound. It's more important than ever to have these tough conversations with our students.

Let's be real: It might feel scary to take this plunge. But the thought of you and your students discussing race is much scarier to white supremacists. Frank, open conversations about race -- grounded in understanding, solidarity, and equity -- are dangerous only to those who fear difference.

We've put together some helpful resources, including lesson plans, articles, and tools, to help you get started. You'll need to make adjustments based on your student population and community, and you should adapt the focus for your grade level and subject area. These important conversations can benefit all classrooms.

Here are eight ways to make a difference.

1. Review the research on reducing bias and prejudice.

The two articles here offer concise summaries of the proven strategies for reducing kids' racial predispositions. These strategies are effective from kindergarten to high school.

2. Unpack "color blind" ideology.

Acknowledge and discuss that we have complex identities, and that while race is a construct, it can shape how we're perceived and the privileges we have.

3. Find relevant, high-quality teaching resources and professional development.

Dig into Facing History and Learning for Justice, the two best websites for social justice education.

4. Expose the history of racism and white supremacy.

Gain perspective on past and present incarnations of white supremacy and their effect on modern institutions.

5. Expand students' horizons through cross-cultural communication.

Counter bias and prejudice by helping students get exposure to and form relationships with people from different backgrounds and perspectives.

6. Focus on news, web, and media literacy.

White supremacists use propaganda, specifically on social media, to recruit young people to the cause. Give your students the critical skills to counter these messages.

7. Cultivate your students' capacity for empathy.

Racists demonstrate an inability to take the perspectives of others and acknowledge their histories, experiences, and feelings. Build this capacity in your students by practicing listening and taking perspective.

8. Empower students to take action.

It's important to encourage students -- especially those entering adulthood -- to take action to stop racism and white supremacy. These resources offer strategies, lessons, and tools to help students make a commitment to social change.

Help students get beyond the buzzword with this classroom discussion activity.
Image courtesy of Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action

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8 Ways Teachers Can Address White Supremacy in the Classroom | Common Sense Education

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Help your students build a better world with these strategies, lessons, and tools.

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In the Mandarin Dual Language program I was doing my observation, I found the teacher usually explains and demonstrates a concept in Mandarin first and then asks a question. If there is no response at the moment, she will explain the question again in a simpler language but still in Mandarin. Body language is often applied when explaining certain concepts. For example, when learning the concept of “比较(comparison)”, the teacher asked students to line up and compare their body height. Usually, when answering the question, students tend to speak English since that is the language they are more familiar with. The teacher will either ask them to change to Mandarin(for more advanced language learners) or paraphrase the student’s answer in Mandarin as a model and ask students to repeat it(for less proficient language learners). In this way, compared to the direct translation between English and Chinese, the teacher serves as a scaffolder rather than just an instructor by bridging the gap between students’ linguistic proficiency and tasks. Besides, language instruction is also well-elaborated and explicit enough when it comes to grammar methods or communicative language learning(Reyes & Kleyn, 2010, p.88).