Overview:
centering belonging and cultural curiosity—instead of difference—creates more inclusive classrooms where all students feel seen, valued, and connected.
“Why cultural curiosity? Why diversity education?”
A dear friend who didn’t grow up in American schools often asks me this question. I answer by drawing from my own journey– as an immigrant child, a school social worker, and now a professor–and from what educators see every day: our schools are beautifully diverse microcosms of the world, filled with stories, languages, and possibilities.
Research confirms what educators already know intuitively – when schools intentionally foster positive cross-cultural interaction, inclusive climates grow stronger and bullying decreases.
Being part of this work is a privilege. What we say and do as educators can shape whether students feels seen, valued and connected. I have come to understand diversity education as a necessary part of school life –one that invites cultural exploration and shows students how expansive the world is, and how many possibilities their lives can hold.
Over time, one guiding belief has grounded my work: when we teach cultural curiosity –before difference–we create spaces where every student belongs.
When Diversity Lessons Offer an Unintended Insight
Like many educators, I fully embraced diversity frameworks that were innovative in their time and focused on celebrating differences as a path for inclusion. Bulletin boards reflected cultural sensitivity. Books and videos highlighted representation. Social-emotional learning lessons addressed differences.
The work was meaningful –and over time, it offered an unexpected insight.
Sometimes, lessons meant to celebrate diversity unintentionally made some students feel “different.” Some students were seen as “having culture,” while others were positioned as simply learning about it. Without intending to, we occasionally reinforced an unspoken idea of what “normal” looked like.
This insight did not diminish the importance of diversity education –it deepened it. It invited a rethinking of where this work begins: not with difference, but with belonging as a shared human starting point.
Starting With The Land
During my college classes in Native American studies, I was introduced to the practice of the land acknowledgment. One simple framing has stayed with me:
“Indigenous families are the first caretakers of this land and still are today. Over time, families have come from many places, each carrying their own stories of heritage.”
This perspective introduces history through care for the land and respect for its first peoples, while gently reinforcing an essential truth: culture isn’t something only some people have. Everyone carries a story. Everyone belongs.
With time, I came to see land acknowledgment not only as historical recognition, but as an invitation for cultural curiosity –one that begins with place, shared responsibility, and story. When a student later reflects, “We all have a story,” I know the message has taken root.
Shifting the Focus of Diversity Learning
With belonging as the foundation, diversity learning feels lighter, joyful, and deeply relevant. Holidays, heritage months, and multicultural texts shift from being “others” to becoming opportunities for everyone to contribute and connect.
Students notice this change. Instead of asking, “Where are you from?” they begin to ask, “What’s your family story?” It’s a small shift that opens the door to empathy, connection and mutual respect, shaping how students move through the world.
I felt this recently when a student in my class shared their family tradition of Polish Opłatek –breaking a wafer and exchanging kind wishes. It was a simple moment that sparked the deepest connection and remind us that inclusion is something we actively create.
What This Shift Can Look like in the Classroom
These are a few practices that can inspire cultural curiosity.
Thank the Land and Its First Caretakers
Begin with sharing the history of the land to understand that we belong to a larger story.
For example, you might say: “We are grateful to learn, play, and grow on the indigenous lands of [add tribal name] and the many families who make our community special.”
Share Your Own Stories
Begin with yourself. When educators share their own traditions and cultures, students learn that curiosity flows both ways.
For example, you might say: “It’s okay not to know- sometimes we ask family members or grown-ups who might know.”
Listen Closely – Everyone Has a Story
Create space for students to share through conversation, drawing or reflection.
For example, you might say: “What is something new you learned about a friend’s story?”
Ask Kind, Curious Questions
Model genuine interest and invite students to practice curiosity rooted in respect.
For example, you might say: “That sounds special –can you tell me more?”
Celebrate Cultures Together
Frame cultural learning as collective and joyful
For example, you might say: “Is there a holiday, heritage month, or tradition we could celebrate together?”
A Simple, Powerful Foundation
When we teach cultural curiosity through the lens of belonging, diversity education becomes a shared journey. Each story heard and each thoughtful question asked helps students see the world –and one another–more fully.
By honoring the first caretakers of this land and recognizing that all families carry stories of heritage, students naturally come to understand something essential: everyone belongs here. Quietly, these moments can transform classrooms, strengthen communities, and send ripples outward. In our classrooms, sprinkling little bits of cultural curiosity is a powerful beginning.
As Desmond Tutu reminds us, “Do your little bit of good where you are; it’s those little bits of good put together that overwhelm the world.”
