Mirrors and Windows: How Curriculum Diversity Shapes Every Year at Awty

When students walk into an Awty classroom, they will see themselves reflected in what they're learning—and they will also discover windows into experiences, cultures, and perspectives beyond their own.

"Belonging is where learning begins," says Jamila MacArthur, Awty's Chief Academic Officer. "You need to feel seen and safe so you're ready to learn. Belonging enables the kind of learning that involves curiosity, creativity, vulnerability, and growth."

Building Identity: The Early Learning Campus

Curriculum diversity at Awty begins at its youngest level, where children as young as three are learning who they are and how they fit into a community—often while simultaneously developing bilingual or multilingual identities.

Griselda Santillana, Deputy Head of the Early Learning Campus, emphasizes that building classroom community is the foundation of everything that follows. "The first weeks of school are about getting to know each other and building that classroom community, which is very important," she explains. "This is like your little family that you're going to be with day in and day out for that school year." Part of that community-building involves honoring each child's name and identity.

The curriculum is rooted in social-emotional learning. In PK3, this work starts with "All About Me" projects where students share photos of their families and celebrate what makes them unique.

"We don't get to tell you who you are; you tell us who you are," Santillana notes.

This philosophy shows up in intentional details: art supplies in a wide range of skin tones so children can create honest self-portraits, dolls and figurines representing various abilities and family structures, and books featuring diverse characters and traditions. Within French and Spanish immersion classrooms, students encounter stories, songs, and cultural celebrations specific to Francophone and Hispanic cultures, naturally expanding their worldview.

"It creates a space where a child feels fully comfortable in their skin," Santillana says.

This sense of celebration extends to faculty as well. Santillana reflects on her own experience: "I have never been more proud of who I am and where I come from than I have felt working here at Awty. It's the gift that keeps on giving." As a native Spanish speaker, she embodies the linguistic and cultural diversity that Awty celebrates daily.

Parent involvement plays a crucial role. Parents visit classrooms, share books from their childhood or home language, bring cultural artifacts, and help students see the beautiful variety within their classroom.

The philosophy culminates beautifully in a first-grade project that has become a touchstone for the entire campus. Students take home a simple figurine and "dress" it in traditional attire representing their family's culture and heritage. When returned, these figures are displayed together on a large wall in the ELC—a powerful "wall of us" where students, faculty, and visiting families stop to admire the beautiful diversity of backgrounds that make up the school.

Santillana recalls a mother nearly in tears, saying, "I love seeing her color herself like that."

Deepening Understanding: Lower School

As students move into Lower School, curriculum diversity expands to include deeper exploration of difference, empathy, and global perspectives—all while developing advanced language skills.

Margaux Jones, Deputy Head of Lower School, describes how her team used the NYU Culturally Responsive Curriculum Scorecard to audit their entire book collection several years ago. The results led to a nearly $200,000 investment in new materials to ensure diverse representation.

"We use terms like windows and mirrors," Jones explains. "Really making sure students have exposure to other cultures—windows into others' experiences—but also that every child in our class should have at least one mirror moment where they see themselves reflected in what we're learning."

What makes Awty's approach distinctive is how this work happens across three language programs simultaneously. During Black History Month, for example, French classrooms feature notable Francophone people of African descent, while Spanish classrooms highlight figures from the African diaspora within Spanish-speaking countries. "We're very intentional," Jones notes. "Even within our linguistic diversity, we're taking curriculum diversity to another level. Students aren't all studying the same person—they're connecting to the broader celebration through their language of focus."

Teachers across French, Spanish, and English programs collaborate in weekly planning meetings to ensure students receive similar experiences regardless of their language track. "Every child should have the same opportunities," Jones notes, "no matter which language they're learning in."

In a fifth-grade transdisciplinary unit on migration, students researched different types of conflict and reasons why people move, then chose their area of focus based on personal interest. "One student created a beautiful art installation with knitting and other mediums—all these different threads representing origin stories woven into the present day, accompanied by a poem she'd written," Jones recalls. "The next student had a diorama and an essay. Kids were able to show their understanding through their own learning style and gifts."

Critical Thinking: Secondary School

By Secondary School, curriculum diversity shifts toward critical analysis, multiple perspectives, and student agency—all enriched by students' multilingual capabilities.

Josefina Cullinane-Jose, Head of the Secondary English Department, emphasizes the intentionality behind book selection. "We're pretty intentional about having the students' identities reflected in the literature that they read," she explains. "We have documentation about what kinds of identities are represented in our curriculum, and even how that representation is presented."

The IB Diploma Programme's requirement for works in translation naturally pushes students toward global perspectives. Teachers deliberately select authors from around the world—not just North America, England, and Australia—representing different cultures, time periods, and viewpoints.

In her seventh-grade class, Cullinane-Jose leverages students' multilingual backgrounds to deepen discussions. "50% of my students are in the French program, 50% are in the Spanish program," she notes. "We're interchanging English, Spanish, and French all the time. We try to bring in those linguistic funds of knowledge—it enriches our conversations about literature and perspective."

Students read Trevor Noah's memoir exploring apartheid South Africa, discuss ableism through a science-fiction novel featuring a protagonist with prosthetic limbs, and engage with translated works from diverse authors. "The goal is not for students to know what I think," Cullinane-Jose emphasizes. "It's teaching them how to think—how to apply close reading and critical thinking skills to any context."

"We're constantly engaged in reflection about our choices," Cullinane-Jose adds. "We debate who decides what's worth studying in literature, because we have the quote-unquote classics, but there are so many great writers."

Student artwork inspired by the first chapter of Things Fall Apart by Nigerian author Chinua Achebe, created in social studies class under the guidance of Ms. Kybran Machnizh.

The Framework That Unifies

What connects curriculum diversity across all programs? Shared values are embedded in language learning itself.

"When we looked at the mission statements from the IB, the French Ministry, and Awty, we found common language in all of them," Jones notes. "Diversity and international experience were part of every single mission statement. We're actually unified under this umbrella."

"What makes us special is that neither program is prescriptive," MacArthur explains. "Both are highly regarded because of what students are required to engage in. Teachers have autonomy to choose novels based on the student body in their classroom."

Language immersion itself becomes a vehicle for understanding diverse perspectives. "When you're learning in another language, you're not just learning vocabulary and grammar," MacArthur notes. "You're learning how that culture sees the world, how they express emotions, how they structure thought. It's diversity embedded in the learning process itself."

The Daily Work: Teacher Intentionality

Behind every diverse curriculum is a teacher making thoughtful choices.

Jones is passionate about the "windows and mirrors" framework. "Every child in our class should have a mirror moment—at least once, if it's once a unit, great. If we can do it multiple times throughout the year, even better."

This philosophy is supported by collaborative planning meetings in which teachers share resources and ensure vertical alignment across grade levels and language programs.

Santillana recently witnessed this intentionality during literacy program selection for the Spanish track. Özden Özkanoğlu, Awty's PYP Coordinator, immediately began reviewing materials for representation. "She started flipping through pages and said, 'Nope, not this one. There is no representation here," Santillana recalls. "She's coming with this lens—not only the PYP framework, but also, we're going to pick from the best in terms of diverse representation."

When difficult topics arise, teachers address them head-on. "We don't look away and pretend it will go away," Santillana says firmly. "Things need to be discussed. We need to bring awareness."

"We don't teach kids what to think," MacArthur emphasizes. "We teach them how to think. Teachers are very good at creating safe classrooms and leading with inquiry."

How Families Can Engage

Parents play a crucial role in supporting curriculum diversity at home.

Continue conversations: Ask your children what they're learning and why. Model curiosity about different cultures and ways of life.

Bring your traditions: Share family recipes, come in as a mystery reader, or bring artifacts that represent your heritage. Teachers welcome parent experts, especially when connected to current units.

Advocate for your child: "Parents are great advocates," MacArthur says. "Be on the pulse of what interests your child and make sure your child's identity is showing up in their experience."

Expose children to diversity beyond school: Visit cultural festivals, try new cuisines, read books from diverse authors—including books in your home language or languages your child is learning. "You're your child's first teacher," Jones reminds parents. "If your child sees that you're curious, understanding, compassionate, and empathetic toward others of diverse backgrounds, they'll engage in those practices too."

Use school resources: The Awty library maintains collections of diverse books across languages and grade levels.

The Heart of the Work

Santillana's voice becomes emotional as she reflects on what makes this work meaningful: "I didn't go to an international school, and I definitely didn't attend a diverse school. I have never been more proud of who I am and where I come from than I have felt working here. If Awty can be that place for my students—where they feel welcomed, respected, celebrated for who they are—then I can say I'm doing something meaningful in this world."

Cullinane-Jose echoes this sentiment: "The kids are globally connected since the day they were born. It's exciting to be intentional about how we teach empathy, leadership, and critical thinking."

Jones sums it up simply: "Seeing that this level of inclusivity is the norm—that's what's rewarding. It's so unlike my experience, and I imagine many of our parents' experiences too."

As MacArthur reflects: "Curriculum diversity is woven into the DNA of Awty. Here, it is believed. Kids, the languages they speak, their cultures—all are honored and respected. The ease with which kids show up and are proud of their families' beliefs and traditions—that's what makes this special."

From Pre-K3 to graduation, Awty students experience both mirrors that reflect their identities and windows that open to the wider world. This isn't just about reading diverse books or celebrating cultural holidays—though those matter. It's about building a foundation where every student develops the confidence to be exactly who they are while gaining the empathy, critical thinking, and cultural fluency to engage meaningfully with a complex, interconnected world.

Because ultimately, learning happens when students feel they belong. And belonging happens when curriculum reflects the beautiful diversity of who students are—and inspires them to see beyond themselves.

Continue the Conversation at Home

Diana Armentor, Head of Libraries, has curated a list of diverse books available in Awty's libraries across the ELC, Lower School, and Campus Center. Explore the collection → and discover stories that offer both mirrors and windows for your family.

This article features insights from Margaux Jones (Deputy Head of Lower School), Josefina Cullinane-Jose (Head of Secondary English Department), Griselda Santillana (Deputy Head of the Early Learning Campus), and Jamila MacArthur (Chief Academic Officer).

January 2026 Articles