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Clark, E., Scott, J., & Davis, O. (2025). Utilizing technology in multicultural education: Experiences from Canadian schools. Emerging Technologies in Education, 3(1), 44–53. https://doi.org/10.70177/jete.v3i1.2128 (ResearchGate, journal.ypidathu.or.id)

Manganello, F. (2024). Digital stories and inclusive cultures at school. Education Sciences, 14(10), 1108. https://doi.org/10.3390/educsci14101108 (MDPI)

(Wikipedia, 2025) — Culturally relevant teaching. (2025). In Wikipedia. Retrieved August 2025, from entry on culturally relevant teaching. (Wikipedia)

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Enable students to share personal or cultural narratives using digital media tools. This method enhances narrative and linguistic competence and fosters inclusion, especially for students from diverse backgrounds (Manganello, 2024). Letting students share experiences or traditions that are a part of the curriculum help give them a voice to their backgrounds and educate those around them.

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Integration of Multicultural Literature Across Subjects

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Integration of Multicultural Literature Across Subjects

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Incorporate texts and stories representing diverse cultures into language arts, social studies, and even math problem contexts (e.g., culturally themed word problems). This aligns with culturally relevant teaching practices like using diverse literature to reflect student backgrounds (Wikipedia, 2025). An example would be use the students in your class as the names of the people in your problems or stories. You can also ask students to name characters in your curriculum so that it represents them more than the generic names used. Utilizing books from diverse authors and sharing their stories and biographies to highlight the accomplishments from diverse backgrounds and not just what is written into a curriculum.

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Case Studies Featuring Global and Local Histories

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Case Studies Featuring Global and Local Histories

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Use case studies that highlight multicultural perspectives within Texas, including stories of Hispanic, Indigenous, and immigrant communities, to make learning locally relevant. When you have students of different backgrounds you can look at incorporating these backgrounds in your learning so that they feel seen.

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Ensure online and digital materials are accessible to all, noting disparities in access and literacy key barriers identified in research (Clark, Scott, & Davis, 2025). Ensure that if you are needing digital access that your school is able to provide equality to all students. This was a problem when home learning was prominent during COVID.

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Use translation and language scaffolding tools to support multilingual learners, promoting equitable participation (Clark et al., 2025). When students are in an ESL program you have to ensure that all accommodations are met so that you can be sure all steps are taken for an equitable learning environment.

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Encourage students to take turns leading discussions, empowering diverse voices and aligning with constructivist and culturally relevant education (Wikipedia, 2025). When lesson planning thinks how your students could lead the lesson especially when pertaining to other backgrounds and putting those who would benefit from learning more in that experience. Or asking if a lesson is on a specific region a student is from if they would like to add to it or lead it.

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Use collaborative digital spaces like Padlet, to co-create content, share cultural stories or histories, fostering peer-to-peer learning and belonging (Clark et al., 2025). When you use a collaborative space for students to work together it can help foster outside relationships and encourage key social traits.

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Create assignments that invite students to explore and present their cultural backgrounds, experiences, or family traditions, reinforcing imago Dei values honoring each student’s intrinsic worth. Hosting events like cultural fairs that students and parents can contribute to helps bring a link between school and families.

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Display artifacts, posters, or digital galleries representing the cultural backgrounds in your class. Ensure visuals demonstrate diversity across ethnicity, language, and faith (Wikipedia, 2025). When I highlighted black history month I didn't highlight books with black characters I made sure that I highlighted books written by black authors and included black history. A parent visiting saw this change in our library and was very glad that representation was shown. I also did it for other cultures and made sure my students see their selves and their cultures in our classroom.

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Classroom Norms Co-Created with Students

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Classroom Norms Co-Created with Students

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Collaboratively establish norms promoting respectful communication, empathy, and listening reinforcing a bridge-building, ethical community rooted in the imago Dei.

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Designate a learning space where students share cultural music, art, sayings, or traditions during relevant lessons celebrating multiple heritages. Using visual representation for the students in your class and outside of your class. I like making sure that children see their selves in our classroom even before they start. Ask parents for family photographs before parent teacher night and have a family tree section of your room to showcase families.

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After digital storytelling activities, invite peer feedback emphasizing cultural respect, connection, and understanding, fostering empathy and community (Manganello, 2024). When you have walls that come up in these situations encourage kindness and reflection on why students might have those barriers.

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Partner with local organizations (e.g., Hispanic heritage centers, churches, community leaders) for students to engage in culturally meaningful projects strengthening school–community ties. Our local Hispanic heritage center is across from the Asian Cultural Arts Center also. It is an amazing resource and if you only have a budget for one field trip you can go to two different centers in the one day.

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Host online events where families share food, stories, or customs via Padlet boards or virtual gatherings extending cultural bridges between home and classroom. Some parents work and single parents don't always have the time to go to events that are hosted at the school. So offering more options to be involved it a great resource for parents to be involved.

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Offer digital workshops that explain curriculum, share multicultural teaching methods, and invite input modeling inclusivity and respect for multilingual families. One time I was explain to a family about our communication app when they stated they didn't know of all of the events ect. that happen on campus because they spoke a language different than English and was not supported in the app. So going forward I made a special newsletter in any language needed at our school so that no family would be left out from our communications.

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Invite community members from diverse faith, ethnic, or cultural backgrounds (e.g., local faith leaders, artists) to speak (in-person or via video) about their heritage and experiences. One of the fondest memories I have was when we had an assembly in fifth grade from a WWII survivor and I felt honored that we got to speak with someone who survived such horrific eras in our history. I also felt a deep tie because we shared a similar cultural background.

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Unity in Diversity: A Toolkit for Bridging Gaps