The Persistence of Memory: Why Stories Matter in a Culturally Inclusive Environment

Abstract

The purpose of this research was to begin exploring a theoretical framework to support all students in culturally inclusive classrooms by examining the benefits of using story-telling as a method of enriching instruction in United States classrooms. Increasing inclusivity practices is a growing concern for all teachers as the Age of Covid-19 has reinforced the idea that we are all living in a global community, and all students need to have the opportunity to hear stories like theirs in an educational context. A way-finding method of research determined that culturally inclusive folk lore, multicultural novel readings, and encouraging cross-cultural normalcy were ways to structure and support culturally inclusive classrooms.