A classic belief of the university as a place of public discourse (Arendt, 1979) without the need for close emotional connections (d'Entreves, 2019) is being challenged. As American colleges progressively evolve into large pluralistic societies that are interacting in transnational ways (Sweeny, Weaven, & Herington, 2008) across mass diversities of race, gender, ethnicity, socioeconomic status, and academic prowess (Anderson, 2011), it can cause students to feel overwhelmed as they look for safety in the familiar. They often disengage from the public discussion and the large group discussion in the classroom. This is especially true in public colleges with open admissions wherein there are not the elite qualifications for academia that Arendt and many others assumed that would make the classroom the ideal open learning environment. It can cause students to cloister themselves in tribalism as they try to find small groups of people they can relate to while shying away from difference. This paper introduces an effective pedagogy used in diverse urban (Vertovec, 2007) community college classrooms to overcome this disengagement.