In this response to Lingley's (2016) article "Democratic Foundations of Spiritually Responsive Pedagogy," the author invites the framework of (a)spiritually responsive curriculum to include a more direct engagement with a culturally relevant curriculum as well. The author agrees with Lingley's postulation that (a)spirituality is deeply embedded within the worldview of many students in K-12 classrooms, whether educators include this important aspect of their epistemology or not. Similar to the problems that come when we ignore identities of race, gender, (a) sexuality, (dis)ability, and social class, ignoring these important characteristics of students' lived experiences is detrimental to learning outcomes and reinforces dominating narratives. Synthesizing literature from the broader educational justice movement, the author engages Lingley's culturally responsive (a)spiritual pedagogy and invites her to more directly engage students in a culturally relevant "curriculum", as well. [For "Democratic Foundations of Spiritually Responsive Pedagogy," see EJ1120095.]