Published Paper Details:

Abstract: Culturally responsive teaching (CRT) is an instructional model that exhibits a value on the conscious integration of cultural, linguistic, social backgrounds of learners within classroom practice, which in turn improves engagement, motivation and learning. In India, where plurality of languages in the classroom, different social structures, and disparate cultural orientation are the order of the day, CRT provides a very necessary pedagogical tool to gain equity and meaningful learning. The current paper presents an extensive conceptual review of the CRT in the Indian context including the strategies, challenges, and opportunities to enhance student engagement. Using current literature, policy frameworks, and examples of schools in India, the paper outlines the practical strategies that can be used by teachers to bring about smooth integration of cultural knowledge of students into the teaching and learning processes. Participatory, multilingual strategies, and community-related learning are some of the methods cited in the review as essential methods of promoting engagement. Limiting factors like lack of teacher training, prescriptive curriculum, lack of resources and socio cultural barriers are discussed. In addition, the paper explores the opportunities provided by National Education Policy (NEP) 2020 in India, professional growth, and the use of technology to support CRT implementation. The results highlight the need to integrate the culturally responsive pedagogy in a systematic manner into the teacher training, curriculum development, and policy provisions. The work contributes to the discussion of CRT in India and presents practical suggestions that educators, administrators, and policymakers should accept to foster an inclusive and engaging learning process in different Indian classrooms.