This becomes one of the critical questions in all of teaching right now. I am fairly confident that there will be different answers and different approaches to this question because it lies at the heart of all teaching and learning. No teacher, administrator, stakeholder, or student can afford to neglect this question. In the end, I don't think that enotes will be able to provide "the answer." It is going to be an issue that requires much in way of reflection.
There seems to be a two pronged approach in my mind to the question. The first would be to employ a great deal of culturally relevant teaching practices. This enables the teacher to reach students who have different cultural valences. It is naive to pretend for a moment that culture is not a reality in student learning and modern instruction. I think that ensuring that students are reached through culturally relevant practices is essential to ensure that all students are involved in the learning process. This might take the form of ensuring that culture representation in the instruction process and content delivery is evident. It will also ensure that teachers reach out to students to bridge the cultural divide. This involves communicating high standards and high expectations to different cultural settings so that all students understand what it means to succeed in the classroom setting.
The other part of this equation would involve differentiated instruction. I think that the essence of intellectual diversity and reaching students from different narratives can be found in the idea of differentiated instruction. In this methodology, learning is not constructed as "Point A to Point B," but rather embracing a framework that stresses the individualized exploration of all of the different points between "A and B." In this, students can empower themselves in the learning and also recognize how different learning can be as there is not a mindless duplication of learning. In this, students are able to imprint their own senses of self and identity in the learning process. In differentiated instruction, cultural relevancy is evident as students are able to insert their own understanding and narratives into the learning process. In creating products through processes that enable students to bring forth their own cultural experience and learning styles, there is a greater meaning to the learning process.