ABSTRACT
This chapter challenges the educational community to move from the neutral term of multiculturalism to the actionable concept of multiculturating, which requires a shift toward a deeper understanding and appreciation of the cultural and linguistic resources that historically minoritized students bring into the classroom. Focusing on the unique educational experiences of Indigenous Peoples, LatinX students, and Black/African American students, Ball, Perry, Munoz, McMurtry, and Flores offer educators frameworks to join in the mission of anti-racism and anti-oppression education. Teachers who learn to recognize the community cultural wealth that students bring to the classroom can weave the storytelling traditions, artistic expressions, and access to extended family networks into language arts curriculum that engages diverse students. They present the Model of Generative Change to provide a framework for this approach to educating all students to their full potential.
