Addressing Issues on Diversity

The New Harbor and Iroquois Confederation case in Chapter 5 addresses the issue of dealing with diversity. The case raises the following four points:
1. The issue of alienation and self-identity.
With regard to this first issue, we are a multi-cultural nation that is growing in diversity. It is unfortunate and disappointing that some feel as though their culture/religion is being ignored or disparaged; however, I do not feel as though the school should base their curriculum on this issue. To do so would mean that they would have to redesign the curriculum for every other religious and cultural group. Instead, the school could encourage the students to form a student organization to express their pride in their culture and to educate other students about their culture and customs.
2. The issue of truth and who controls it.
Isn’t most of history biased to some extent? How can anyone control the truth when the truth isn’t known? I share Mill’s view that truth is best sought through free and open debate.
3. The issue of dialogue.
If we avoid hard questions, how can we teach students to debate issues intelligently and fairly?
4. The question of the one and the many. Should schools work to create a shared American culture? Or should they try to respect each culture equally?
These questions confuse me. Doesn’t culture naturally infiltrate society, including our schools? Why would our schools feel responsible for creating and controlling the culture? If it’s an issue of curriculum and what religions/cultures to include in the curriculum, wouldn’t that be determined by the relative significance of the particular culture’s contribution in regard to the course title? If the Iroquois culture made a significant contribution to U.S. history, it should be included in the curriculum, but this decision should be made at the state level, not the district level.