Our hypothesis is that the publication we have chosen does not align with our own ideas about education and sociocultural relationships, and we want to provide evidence to contradict this statement.
As I mentioned at the beginning, even if cultural homogeneity works in certain contexts, it should not be considered a universal solution. In fact, we believe that multiculturalism is the key to enriching ourselves and growing, and that diversity is essential to carry out this process. Collective activities with people from other ethnicities and countries offer us different ways and perspectives of seeing the world.
Furthermore, we believe that if all the people in a classroom come from the same culture, when those students move around the world in the future, they will not know how to do so respectfully, since they will always have lived inside the same bubble. Without realizing it, they may reject other cultures and lack both the willingness to learn and the ability to adapt to other sociocultural contexts.
That is why we found this publication very interesting — so that we can refute it and demonstrate that it is not true.
To do this, we will present various articles and opinions that highlight the benefits that diversity brings to education and to the different cultures among educational agents. We will also observe how this affects different places and how each of them responds to this situation.
Articles evidences (summaries)

First article (International Studies In Sociology Of Education, 33(2), 203-221. https://doi.org/10.1080/09620214.2022.2132983)

The first article states that teachers often have low expectations of these students, which creates a kind of Pygmalion effect that harms them and makes the teachers themselves not look at them with the same eyes when grading. Although the effects are not always significant, it is a reality that would change if these teachers were also migrants, it would help raise awareness of this issue and make all students aware. In addition, this would also make students increase their performance and their desire to study.

Second article ( https://research-ebsco-com.sire.ub.edu/c/oasr42/viewer/pdf/tvhosluhhz)

The second article examines how traditional school grouping models can exacerbate inequalities among students in vulnerable situations. In response, it suggests Interactive Groups as an alternative that improves academic performance and inclusion through teamwork and collaboration with community volunteers. This approach not only improves academic outcomes but, more importantly, transforms the classroom into a more participatory, inclusive, and respectful environment.

Third article (https://www-webofscience-com.sire.ub.edu/wos/woscc/full-record/WOS:000376580300003)

For the last article, we found one that highlights the strategy of multiculturalism in education in a country like Canada. The article begins by emphasizing the importance of cultural diversity in the country’s identity since the formation of Canada in 1867. Education, in this sense, has been used as a tool to manage diversity from childhood, in order to promote the positive integration of immigration. In this way, multiculturalism came to be seen not as a weakness, but as something valued positively, and it has become one of the country’s strengths.

(Quim Santacana, Oscar Sevillano i Daniel del Molino)