Enhancing Education Through Cultural Practices: Nurturing Belonging, Voice, and Joy in the Classroom
In today's diverse educational landscape, fostering a deep love for learning and cultivating a truly inclusive classroom culture are not just ideals—they are essential practices. One of the most effective ways to do this is by integrating cultural practices at all levels: shallow, surface, and deep. These layers of culture not only affirm students’ identities but also support their social-emotional well-being, increase engagement, and promote academic success.
Research underscores that students who feel a sense of belonging are more likely to be motivated, demonstrate resilience, and perform better academically (Espinoza & Murrell, 2021). When educators intentionally weave cultural dimensions into the learning environment, they create a space where students feel seen, valued, and inspired to reach their full potential.
Prioritizing Well-Being and a Sense of Belonging
A student’s sense of well-being and belonging lays the groundwork for meaningful learning. Classrooms that validate student identities and experiences help reduce anxiety, increase participation, and improve overall academic outcomes (Gay, 2018).
Shallow and Surface Culture Practices
Shallow culture practices—such as celebrating cultural holidays, showcasing traditional foods, or decorating with culturally relevant symbols—are powerful entry points for cultural inclusion. These visible, short-term engagements help students see their culture reflected and respected in the classroom. Activities like multicultural potlucks, culture days, or morning meetings focused on heritage stories create a sense of welcome and visibility.
Deep Culture Practices
Going beyond the surface, deep culture includes the values, beliefs, and communication patterns that guide students’ worldviews. Understanding how students approach authority, time, or group interaction through a cultural lens can shape classroom expectations and routines. For example, some students may come from collectivist cultures that value group harmony over individual competition. Adjusting classroom norms to honor such values can foster a stronger sense of safety and belonging (Hammond, 2015).
Creating Learning Experiences That Spark Curiosity and Passion
Learning that is both meaningful and culturally responsive ignites curiosity and builds intrinsic motivation. When students see their backgrounds and interests reflected in academic content, they are more likely to engage deeply and take intellectual risks.
Surface Culture Practices
Integrating diverse texts, media, and voices into the curriculum allows students to explore real-world issues through the lens of culture. For instance, reading literature by authors from various backgrounds or analyzing case studies from different regions promotes representation and sparks critical thinking.
Deep Culture Practices
Designing project-based learning experiences rooted in students’ cultural histories, contributions, or community needs deepens the connection between learning and lived experience. Projects that explore family migration stories, ancestral traditions, or community challenges can turn the classroom into a space of exploration, pride, and passion (Ladson-Billings, 2009).
Elevating Student Voice and Agency
When students are empowered to express themselves and make decisions about their learning, they develop ownership, autonomy, and confidence.
Surface Culture Practices
Activities like cultural show-and-tells, oral history interviews, or identity journaling help students share their experiences while learning from one another. These practices foster empathy, build community, and honor the diverse voices within the classroom.
Deep Culture Practices
True agency arises when student values and ways of knowing are embedded in classroom norms and expectations. Allowing students to co-create classroom agreements or select culturally relevant topics for research assignments affirms their capacity to shape their learning journey. As Paris and Alim (2017) note, culturally sustaining pedagogy empowers students to maintain and celebrate their cultural identities rather than adapt them to fit institutional norms.
Supporting Meaningful and Celebrated Student Work
When students engage in work that feels purposeful and see that work celebrated, they experience validation and motivation that extends beyond grades.
Surface Culture Practices
Showcasing student work in the classroom or at family events builds pride and encourages effort. Celebratory practices like awards, showcases, or newsletters are simple but effective ways to acknowledge student achievement.
Deep Culture Practices
Affirming diverse ways of demonstrating learning—such as storytelling, collaborative problem-solving, or oral presentations—ensures that all students can thrive. Recognizing culturally rooted communication styles and knowledge-sharing traditions allows students to connect deeply with their academic identity.
Conclusion
Integrating cultural practices at all levels—shallow, surface, and deep—transforms classrooms into spaces of joy, belonging, and excellence. In doing so, educators not only teach content but also foster empathy, pride, and community among students. These practices remind us that teaching is not just about imparting knowledge; it is about nurturing the whole child, honoring every story, and building bridges across cultures.
As our classrooms grow more diverse, so must our commitment to equity and inclusion. Culturally responsive teaching is no longer optional—it is foundational. When we uplift student identity, we also uplift achievement, connection, and the love of learning itself.
References
Espinoza, P., & Murrell, P. (2021). Centering student identity and agency: A framework for culturally responsive education. Learning Policy Institute. https://learningpolicyinstitute.org
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin.
Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American children. Jossey-Bass.
Paris, D., & Alim, H. S. (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.
