In an increasingly interconnected yet unequal world, diversity, multilingualism, and multiculturalism are defining features of contemporary societies and educational spaces (Gao & Yang, 2023; Veliz, 2024a, 2024b, 2024c). Classrooms, communities, and institutions across the globe are shaped by the coexistence of multiple languages and cultural traditions, each carrying their own histories, epistemologies, and ways of knowing and being (Meighan, 2023; Shah, 2025). These plural realities challenge monolithic understandings of language, identity, and belonging, foregrounding the complex negotiations that occur when local linguistic and cultural repertoires meet dominant global norms. Yet, despite widespread recognition of linguistic and cultural diversity as assets, policies and practices in education often remain informed by assimilationist and monolingual assumptions (Fielding & Harbon, 2022; Piller, 2015; Slaughter & Cross, 2021; Veliz & Chen, 2024; Veliz et al., 2025) that privilege dominant colonial languages, most notably English, and ways of knowing and being over others (Meighan, 2022). It is within this tension between diversity as an ideal and inequity as a lived reality that the following discussion is situated.