Building Inclusive Classrooms: Culture, Identity, and Equity in Practice
As educators, our personal histories, cultural values, and lived experiences profoundly shape our perspective on teaching and learning. For me, a commitment to lifelong learning, inclusivity, and respect for diversity are not just ideals—they are the foundation of my classroom practice.
Lifelong Learning as a Core Value
Growing up in a family that emphasized the importance of education, I was encouraged to view learning as a lifelong pursuit. My parents, both college-educated, modeled perseverance and supported my academic journey. This instilled in me the belief that education is not just about achievement—it is about self-betterment.
Today, I carry this value into my classroom. I aim to create an environment where students see learning as valuable and empowering, no matter their family’s stance on education. I also recognize that not all students come from households where education is prioritized. This awareness challenges me to cultivate a space where every child’s background is respected, and every student is encouraged to pursue growth on their own terms.
Inclusivity Through Shared Experiences
Inclusivity is more than a teaching strategy—it is a way of being. My own culture has been shaped by experiences in diverse communities: being part of swim and softball teams, participating in book clubs, and fostering strong friendships. Each of these groups reinforced the values of teamwork, respect, and encouragement.
These experiences inspire me to build classrooms where all students feel welcomed, respected, and valued. I believe students thrive when they feel they belong, and I intentionally minimize biases and encourage students to learn from one another’s unique perspectives. In this way, inclusivity becomes an everyday practice, woven into every interaction and activity.
A Multicultural Perspective
Coming from a mixed background—Native American, Pacific Islander, and African American—and being adopted by white parents, I have navigated multiple identities and cultures my entire life. These experiences enable me to connect with students from diverse cultural backgrounds and empathize with their challenges.
My goal is to build a culturally responsive classroom where identity is not only acknowledged but celebrated. This perspective enables me to approach challenges with empathy, adapt to diverse needs, and create a safe and inclusive space where every student feels seen and respected.
Applying Equity Pedagogy: Ahmed’s Story
Equity in the classroom means recognizing the individual needs of students and adapting instruction to meet those needs. Ahmed’s case study highlights this clearly.
Ahmed experiences challenges with Auditory Processing Disorder (APD) and a Specific Learning Disability (SLD) in reading. These difficulties affect his ability to process sounds, which in turn impacts his phonological awareness and comprehension. At the same time, Ahmed’s adoptive family is culturally and linguistically diverse, providing both enrichment and complexity in his language acquisition.
Supporting Ahmed Through Equity Pedagogy
Multimodal Instruction: Using visuals, manipulatives, and multisensory activities to reinforce connections between sounds and words.
Language Support: Targeted strategies to strengthen academic English while honoring his exposure to multiple languages at home.
Inclusive Environment: Creating classroom practices that make Ahmed feel valued as part of the community while providing individualized support.
Through these strategies, equity pedagogy not only addresses academic needs but also fosters a sense of confidence and belonging.
Final Reflection
My teaching is grounded in the belief that education has the power to transform lives and that classrooms should reflect empathy, inclusivity, and cultural responsiveness. By drawing on my personal background, honoring students’ diverse experiences, and applying equity-focused strategies, I strive to create learning spaces where every child—like Ahmed—has the opportunity to succeed.
References
Rossi, Michel J. (2003). Heterogeneous Reactions on Salts. Chemical Reviews, 103(12), 4823–4882. https://doi.org/10.1021/cr020507n