At OIH, we increase the education level by practicing cultural integration with information to create equal educational opportunities for all students, including those from different racial, ethnic, and social-class groups. OIH believes that cultural Integration creates equal educational opportunities for all students by changing the total school environment so that it will restore cultures and groups within a society and the nation’s classrooms since education is a process because its goals are ideals that teachers and administrators should constantly strive to achieve.

1. 1. The dimensions of culturalism in Education. The OIH has identified five dimensions of culturalism in education that promote cultural integration, the knowledge construction process, prejudice reduction, an equity pedagogy, and an empowering school culture and social structure. Content integration deals with how teachers use examples and content from various cultures and groups to illustrate key concepts, generalizations, and issues within their subject areas or disciplines. Second, OIH promotes the knowledge of the construction process and describes how teachers help students to understand, investigate, and determine how the biases, frames of reference, and perspectives within a discipline influence how knowledge is constructed on OIH will build knowledge themselves in this dimension and prejudice reduction. Research also indicates that lessons, units, and teaching materials that include content about different racial and ethnic groups can help develop more positive intergroup attitudes if certain conditions exist in the teaching situation. These conditions include positive images of the ethnic groups in the materials and the use of multiethnic materials consistently and sequentially. Finally, research indicates that the achievement of African American and South Sudan American students is increased when cooperative teaching activities and strategies, rather than competitive ones, are used in instruction.
   2. Positive social change. Therefore, OIH believes that empowering school culture and social structure is created when the culture and organization of the school are transformed in ways that enable students from diverse racial, ethnic, and gender groups to experience equality and equal status. Implementing this dimension requires that the total environment of the school be reformed, including the attitudes, beliefs, and actions of teachers and administrators, the curriculum and course of study, assessment and testing procedures, and the styles and strategies teachers use.
   3. Implementation of OIH Cultural Integration. To implement cultural integration in education, OIH needs effective teachers and administrators to attend to the five dimensions of multicultural education that describe the use of content from diverse groups when teaching concepts and skills, help students to understand how knowledge in the various disciplines is constructed, help students to develop positive intergroup attitudes and behaviors, and modify their teaching strategies so that students from different racial, cultural, and social-class groups will experience equal educational opportunities. In addition, the total environment and culture of the school must also be transformed so that students from diverse ethnic and cultural groups will experience equal status in the culture and life of the school.
      Although the five dimensions of multicultural education are highly interrelated, each requires deliberate attention and focus. Therefore, the remainder of this article focuses on two of the five dimensions described the content integration and the knowledge construction process.