This article is an exploration of ways in which LIS educators can consider culture, heritage, and identity as a framework for becoming participatory agents of their teaching practices in the LIS classroom. To support this framework, this discussion introduces the research methodology, practitioner inquiry, as a meaningful approach to studying pedagogical practice and identity in the LIS classroom as a means to LIS educators becoming more self-reflective and aware of the impacts of their own identity construction in their teaching. In this article I am affirming the case for a diversity stance within the North American LIS curriculum. I am also posing additional questions and challenges about LIS identity construction and professional practice as we teach and learn in the classroom.