-English select diverse authors’ books for teaching: “The Absolute Diary of a Part-Time Indian,” written by Sherman Alexie. 

-Sherman comes from a similar story like the main character, growing up on an Indian reservation and overcoming adversity. 

-An example is including Indigenous perspectives on colonization. Exploring different articles for students to read and get a better understanding of colonization. 

-An article about the struggles of the Indigenous when their land was taken over and exposed to un-natural things.

-Barbara McClintock beat all odds and proved to the world that women weren’t allowed to major in genetics. Despite this, she discovered transposable genetic elements, often referred to as jumping genes.

-She and her work was questioned because of her gender and her autism. Frustrated, she focused on research when finally the scientific community caught up with her work and awarded her a Nobel Prize in Physiology 

-The development of algebra by Muslim mathematicians like Al-Khwarizmi, the “father” of algebra. 

-Also educators can use real-world problems based on global contexts (ex., currency exchange, population studies)

-Connect new concepts to students’ lived experiences or cultural traditions.

-Use Culturally Relevant Examples & Analogies. An example is, in math, use cooking, architecture, or market-based word problems tied to cultural practices (e.g., building designs in Islamic art, traditional recipes).

-Allow students to write or speak in home languages when appropriate, then guide them in academic translation.

-Be aware of cultural differences in communication (e.g., eye contact, body language, silence).
-Collaborate with families to understand behavioral norms and expectations.

-Group students intentionally to encourage peer support and collaboration, especially when diverse perspectives can deepen understanding.

-Letting students take the reigns and have them choose topics on certain assignments that align with their interests and strengths

-After work: Reflect on your own cultural lens, implicit biases, and assumptions.
-Always make sure that you are providing that safe space that students feel okay to share about their culture and their own identity. 

-An activity an educator could do during the school year is create a "Culture Wall.” Where students can contribute something from their heritage, whether it's a family photo, a quote, or something that represents their background.

-Ensure that classroom decorations aren’t limited to a Western or mainstream aesthetic. Include items that reflect different cultural celebrations, holidays, or practices (e.g., Diwali lights, African kente cloth, Lunar New Year symbols).

-Make an effort to learn the students names, it is important so that they can feel important 

-Teachers can also use different greetings using different multicultural languages. 

-Inviting the community around the school for potluck so that students can learn about cultures. Having someone come in and talk about their culture while sharing a popular dish that the students can indulge in. 

-Encourage Cultural Curiosity: Normalize asking respectful questions about one another’s cultures and experiences, creating a “learning together” mindset.

-INTERNATIONAL NIGHT: evening where families bring food, wear traditional clothing, perform dances or music, and showcase crafts or artifacts. Provide students with passports they can get stamped at each "country" station.

-Living Museum Day: Students and families work together to create mini-exhibits or presentations about their heritage. Invite the school and broader community to attend and interact.

-It empowers families as co-educators, fosters pride in cultural identity, and gives students a firsthand look at the richness of their peers’ backgrounds.
- It can be monthly, tied to curriculum themes, or integrated into morning meetings. Presentations can be in-person, recorded, or virtual to accommodate schedules and comfort levels.