Written By: Mac-Z Zurawski
As educators committed to helping students bridge the gap between dreams and reality, we must make diversity a central part of our practice. In community classrooms—noncredit classes offered in community centers, nonprofits, and some corporate settings—learners arrive with varied life experiences, languages, cultures, and economic backgrounds. That mix is a powerful asset when instructors intentionally include diverse perspectives in conversation, materials, classroom activities, and personalized interactions. The goal is to build a welcoming, inclusive environment where every student feels seen, heard, and able to learn.
Endorse Diversity
Begin by acknowledging individual experiences and challenges. Use reflective questions and prompts that invite students to share their backgrounds and viewpoints. When learners tell their stories, trust grows and the group begins to cohere. Early conversations help reveal assumptions or stereotypes that should be addressed and set the tone for respectful interaction.
Because many community-class students are volunteers and have competing priorities, fostering an inclusive atmosphere early is especially important. Students who feel excluded are more likely to drop out. As an instructor, your role is to create a safe, comfortable learning environment where students know expectations for behavior and dialogue. A helpful resource for facilitating honest dialogue about race and identity is the handbook The Handbook of Race and Adult Education: A Resource for Dialogue on Racism by Brookfield and colleagues.
Example: In my ESL current events conversation class, I used an icebreaker related to protests and civic action. I asked, “What kinds of protests have you witnessed in your home country?” Students from Mexico, Burma, and Japan shared different experiences tied to very different political contexts. That conversation not only helped me learn about their backgrounds and perspectives on freedom of expression, it also revealed the kinds of political and civic topics they wanted to explore in class—questions about protests, inequality, and civic rights. Open, relevant conversation energized the course and guided my selection of materials.
Resource suggestions: Look for conversation-starter decks such as Cathy’s Cards, consider books like Way of Teaching: Tools and Techniques for Democratic Classrooms by Stephen Brookfield and Stephen Preskill, and explore classroom activities and respect-building exercises from multicultural education organizations and teacher resource sites. A web search for “diversity icebreakers” or “conversation starters for multicultural classrooms” will yield many practical ideas.
Use Global, Relevant Materials
The internet has dramatically expanded access to diverse content, allowing instructors to tailor readings and multimedia to reflect students’ histories and interests. Older textbooks often omit important voices; locating articles, news pieces, short biographies, and primary-source materials that reflect students’ cultures makes lessons more meaningful. When learners see themselves in the curriculum, engagement, motivation, and retention increase.
Example: For GED preparation classes with predominantly African American students, I select reading passages and comprehension exercises that touch on African American civic history—short pieces about figures such as Rosa Parks and Dr. Martin Luther King Jr.—so learners connect academically and personally. In ESL classes, bringing news stories about events in students’ countries of origin—natural disasters, holidays, cultural celebrations—helps students feel the course relates directly to their lives and encourages participation.
Resource suggestions: Tap local public library databases for journals and articles; many libraries provide free access to research databases. Check adult civics curricula and resources designed for ESL or adult basic education, and search for curated lists of teaching materials that emphasize ethnic and cultural histories.
Restorative Teaching and Learning
Integrated classrooms are central to community life, but differences can sometimes produce conflict. Set clear expectations about respectful behavior from day one. Providing a short orientation to civil rights principles and classroom norms helps establish a shared understanding of what is acceptable.
Practical strategies include offering a discreet way for students to report concerns—such as a comment box for questions, worries, or reports of insensitive remarks—so issues can be addressed quickly and confidentially. When incidents occur, use restorative approaches that invite those affected and the responsible party to participate in a facilitated conversation. Restorative discussions allow the class to express harm, explain why language or actions were hurtful, and identify concrete steps to repair relationships. Adults respond well to learning opportunities that prioritize accountability and reconciliation over simple punishment.
If a situation escalates beyond the classroom or involves serious policy violations, involve your organization’s leadership or human resources. In small nonprofits and community programs, include available staff in finding resolutions so that the learning environment remains safe and productive for everyone.
Unity Is Key
Teaching in diverse settings has taught me how much volunteers, students, and instructors gain from learning across differences. When you intentionally include diverse voices and perspectives, you help learners build connections with each other, deepen their understanding of course content, and develop mutual respect. Confidence in your role as facilitator supports classroom unity: be clear about your expectations, consistent in enforcing norms, and open to learning from your students.
Community classrooms often face constraints—limited resources, time, and space—but those challenges can be overcome by creativity, commitment, and the generosity of volunteers. The more you engage students with relevant materials and respectful dialogue, the stronger the sense of belonging and curiosity will be in your classroom. Volunteer teachers and learners form communities that support personal growth and collective learning.
Please feel free to contact me with questions, comments, suggestions, or improvements. My intention is to help bridge the gap between dreams and reality for both students and teachers so we can create rich, inclusive learning experiences together.
Mac-Z Zurawski is an active community instructor in adult education throughout Chicago. She teaches an adult ESL current events class at Aquinas Literacy Center and tutors GED and U.S. citizenship preparation through Chicago Cares. She combines adult-learning principles and technology to design active, learner-centered environments. Inspired by her son’s early struggles with a severe speech impairment, she is committed to supporting learners who face barriers in education. Mac-Z serves on the Midwest Sociological Society’s Committee on Women in the Profession and works to develop workshops on networking and support for newcomers to academia. As a member of the Working Women’s History Project, she promotes awareness of women’s history. Her academic background includes political science, social justice studies, women and gender studies, sociology, and criminal justice, and she seeks opportunities to apply those interests in higher education and community-based teaching.