Diversity, Equity, and Inclusion in Curricula

Weld North Education companies are committed to offering all K–12 students access to high-quality curricula, products, and courses that are free from bias, reflect a culturally diverse perspective, and are accessible to all.

Our Commitment to You

Partnering with companies in the Weld North Education family means you can trust that students are engaging with diverse and inclusive curricula.

All of our education technology companies aim to be a leaders in reflecting a culturally diverse perspective in our curriculum that is free from bias.

Our diverse development teams have expertise in culturally relevant and responsive teaching. They include on-screen teachers, developers, and curriculum writers who have participated in diversity, equity, and inclusion workshops and training to inform and empower them to make good decisions concerning:

  • Making content accessible to and reflective of students from all backgrounds
  • Specific content and language to include and exclude in lessons
  • Resources that can help ensure our curriculum tells a full and inclusive story from multiple perspectives

In addition to carefully training development and curriculum writing staff, Weld North Education’s DEI advisory board regularly reviews and updates our courses and curriculum to ensure that our content is accurate and current in a rapidly evolving culture environment.



Meeting Multicultural Education Standards Across All Products

Weld North Education companies provide curricula that incorporate both classic and modern texts to expose students to various print and digital media. These texts offer students opportunities to study the careful and intentional use of language and its impact on an audience, explore their purpose in the wider world, and develop ideas such that they are both timely and timeless.

To meet and exceed the National Standards for Quality Online Courses requirement that every course “reflect a culturally diverse perspective and is free of bias,” Weld North Education companies prioritize the following:




Profiles Include People of Many Backgrounds

All courses feature in-depth profiles of modern and historical figures from various backgrounds who have shaped the worlds of science, politics, mathematics, literature, and more.

Examples Show People from All Cultures Involved in Positive Roles and Activities

Care is taken to ensure that people from multiple cultures, backgrounds, and genders are shown engaging in professional activities, especially careers that require advanced study in math and science.


Imagery Reflects an Array of Cultures

Students regularly see images and examples that draw from multiple cultures and perspectives, reflecting culturally specific and everyday activities.

Readings Reflect Authors of Many Backgrounds

As students engage with fiction and nonfiction texts, they analyze how historical content and culture impact the author's purpose and meaning and examine various cultures' impact.


Ongoing Bias + Sensitivity Review

Companies within the Weld North Education umbrella have years of experience actively engaging in bias and sensitivity reviews of their curricula. We have expanded the scope of these reviews to include all courses and content. The goals of these regular reviews are to:

  • Broaden the perspectives represented in our courses
  • Include more primary sources that represent diverse voices
  • Ensure we depict the contributions of people of all backgrounds and cultures accurately and positively


Diversity, Equity + Inclusion Advisory Board

To further affirm our commitment to diversity, equity, and inclusion in all curricula created by Weld North Education companies, we are proud to announce the development of the Weld North Education Diversity, Equity, and Inclusion Advisory Board.

Members of this advisory board were selected from diverse backgrounds and come with expertise in teacher education, culturally relevant and responsive pedagogy, and multicultural curriculum.

The purpose of this board is to review and provide feedback on diversity, equity, and inclusion in all curricula, products, and content, including instructional artifacts like scope and sequence documents for new courses, lesson plans and outlines, and videos.


Dr. Monisha Bajaj

Dr. Monisha Bajaj

Dr. Bajaj is a professor of international and multicultural education in the School of Education at the University of San Francisco. More information about Dr. Bajaj’s background is available here.

Selected Publications:

Dr. Monisha Bajaj

Dr. Eric Ruiz Bybee

Dr. Bybee is an assistant professor in the Department of Teacher Education in the David O. McKay School of Education at Brigham Young University. More information about Dr. Ruiz’s background is available here.

Selected Publications:

  • Bybee, E. R., Feinauer Whiting, E., Jensen, B., Savage, V., Baker, A., & Holdaway, E. (2020, January 8). Estamos aquí pero no soy de aquí: American-Mexican youth, belonging, and schooling in rural, Central Mexico. Anthropology & Education Quarterly, 51(2), 123–145. https://doi.org/10.1111/aeq.12333
Dr. Joseph Flynn

Dr. Joseph Flynn

Dr. Flynn is an associate professor in the Department of Curriculum and Instruction in the College of Education at Northern Illinois University. More information about Dr. Flynn’s background is available here.

Selected Publications:


Dr. Heather Kertyzia

Dr. Kertyzia is an Associate Professor within the Department of Peace and Conflict Studies at the University for Peace (UPEACE) in Costa Rica and Academic Coordinator of its Peace Education programme. More information about Dr. Kertyzia’s background is available here.

Selected Publications:

  • Kertyzia, H. (2020). Using participatory action research to define cultures of peace. In F. Rojas Aravena (Ed.), The difficult task of peace (pp. 297–320). Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-21974-1_14
  • Kulkarni, S. S, Stacy, J., & Kertyzia, H. (2019). A collaborative self-study: Advocating for democratic principles and culturally responsive pedagogy in teacher education. The Educational Forum, 84(1): 4–17. https://doi.org/10.1080/00131725.2020.1679932
  • Kertyzia, H., & Standish, K. (2019). Looking for peace in the national curriculum of Mexico. International Journal of Development Education and Global Learning, 11(1): 50–67. https://doi.org/10.18546/IJDEGL.11.1.04