Author:
As a teacher in a government school in Delhi, India, I often encountered moments where my cultural knowledge and the prescribed curriculum were at odds. The curriculum primarily followed a standardized approach, often neglecting the diverse cultural backgrounds of students, particularly those from rural or marginalized communities. This lack of inclusivity sometimes led to lack of participation among students who struggled to see their own lived experiences reflected in their education.
One particular experience stands out. A student from a marginalized community in Rajasthan was struggling with history lessons that predominantly focused on the narratives of dominant cultural groups. He expressed frustration that his community’s history and contributions were absent from the curriculum. This moment of disequilibrium forced me to rethink about my teaching approach. Inspired by culturally responsive pedagogies (Howe, Johnson, & Te Momo, 2021), I decided to include local histories and oral storytelling into my classes. I encouraged students to bring stories from their families and communities, which not only increased engagement but also enhanced a sense of belonging, similar to Joanne Brown’s discussion on “All My Relations” and the Circle of Courage.
Culturally responsive teaching requires recognizing and valuing students’ diverse backgrounds and embedding Indigenous ways of knowing, being, and doing into the learning process. This means going beyond textbooks to include multiple perspectives, fostering an inclusive environment where all students see themselves reflected in their education (Howe et al., 2021). For me, this means actively seeking out and incorporating cultural narratives into lessons, creating spaces where students feel valued, and ensuring that education empowers rather than alienates. In doing so, I hope to embody Brown’s sentiment ensuring that joy, strength, and resilience are central to the learning experience.
References
Howe, C., Johnson, R., & Te Momo, O. (2021). Effective indigenization of curriculum in Canada and New Zealand: Towards culturally responsive pedagogies. Journal of Indigenous Studies, 16(1), 21-35.
Hi, Summit, thanks for your sharing. It is true that every countries have some problems in their education system or have some conflicts between the policies and their implementation. In our daily life, there are a lot of people who always complain about these problems and conflicts but they never have the courage to take actions. You are the brave elementary teacher to make a change and blow the whistle, which is really a good start to make a difference. As for me, I appreciate that in this semester, we have a chance to choose this curriculum class, which often gives us a clue to reflect.
Dear Summit,
Firstly, I would like to express my gratitude to your reflection and your action. In my opinion, everyone is unique and valuable in this huge world. Being a teacher does not just means imparting knowledge, and it also means that taking every student to a wonderful and dreamy place. I think your behavior gave that student more birghtness at that time. I agree with your point that education is the space for everyone, not someone. I really hope more and more teachers could apply this viewpoint into their teaching method. Here is an old Chinese saying I want to give you that ‘The path is narrow and too long to see the end. But I will seek for it in backs and forths’.
Best,
You described how you incorporated culturally responsive curricula be giving students space to discuss and value their own cultural heritage. Excellent way to create a warm classroom environment that fosters a sense of belongingness to all students.