ABSTRACT

Many communities are becoming increasingly culturally and linguistically diverse and there have been significant shifts over the past few decades in people’s perceptions and acceptance of everyday multiculturalism. This chapter explores factors beyond the academic classroom, such as family, ethnicity, and cultural capital, that impact on children’s learning, engagement, and interactions with others. The role of the teacher, their relationship with children and families, and facilitation of learning are shaped through an understanding and incorporation of these factors into the classroom community. Developing a deep understanding of the state of multiculturalism and Indigeneity is critical to inform the implications for the children we will teach and the families we will engage. The chapter emphasizes the impact on everyday practices when educators recognize that not all children come from the same way of knowing and learning, but come as individuals with different cultural experiences, knowledge, expertise, and prior learning.