Indigenous people, international students, immigrants, and refugee families are particularly vulnerable populations that experience a lack of sustainability for various reasons, including lack of belonging and networks, low income, mental stress, and discrimination. Following a relational participatory action research (PAR) process, this study explores the concept of sustainability among First Nations, visible minorities, and non-visible minorities through cross-cultural activities, such as dance and music, children's art activities, anti-racist workshops, traditional story-sharing, land-based learning, and cross-cultural food sharing in a community garden setting. This paper argues that cross-cultural activities among First Nations, visible and non-visible minorities in a community garden can create positive change in an urban environment by empowering communities through cross-cultural bridging. Throughout the last six years of my participation in various cross-cultural activities, I have learned that empowerment through cross-cultural activities adheres to particular forms of agency: interspecies communication, community building, and learning about decolonisation and reconciliation. This study provides valuable insights for educators whose goals include incorporating land-based learning as well as creating a sense of belonging among cross-cultural communities, ultimately leading to community sustainability.