This chapter critiques tokenistic approaches to multicultural education often seen in Norwegian schools, where cultural diversity is reduced to superficial spectacles such as dance or costume displays. The authors assert that such portrayals can cement stereotypes and fail to advance genuine understanding between cultures. Building on critical race theory and the work of James Banks, the chapter calls for a more authentic engagement with multicultural narratives that takes cognizance of the complexity of students’ identities. It emphasizes the significance of integrating literature and cultural stories into the curriculum as a meaningful device in enriching understanding and cultivating empathy among students. By engaging with diverse cultural perspectives, schools can critique dominant narratives and provide a more inclusive educational experience.