Culture has become an important component that is addressed
in a variety of contexts from the teaching of a language (Baker, 2003),
educational equality (Gay, 1997; 2000), to politics and cultural identities
(Llosa, 2008; Muller, 2008; Goshgarian, 1998). Empirical and theoretical
research shows that students perform better and are more academically
and socially successful when their culture is recognized, portrayed
favorably in the school curriculum, and used as a fundamental source of
information (Nieto, 1996; Diamond and Moore, 1995; Au, 1993; Geyhle,
1983). This paper examines the importance of inclusion and recognition of
cultures in school curriculums and presents research that suggests that
despite the importance given to this issue in political and social discourse,
inclusion of cultures in many curriculums has yet to be fully realized.