Culturally Responsive Teaching and Tribal Education: A Review

Author(s)	Ms. Rimi Mondal, Dr. Neelima Asthana
Country	India
Abstract	Culturally Responsive Teaching (CRT) emerged as a response to deep-rooted inequities and limitations within mainstream education systems that historically failed to serve diverse, especially Indigenous and marginalised, learners effectively. Traditional schooling was largely based on Eurocentric knowledge, standardised curricula, and assimilationist policies that ignored or devalued students’ cultural backgrounds, languages, and lived experiences, which led to disengagement, poor academic performance, identity conflict, and high dropout rates. Reviewing the research that demonstrates how Culturally Responsive Teaching (CRT) improves learning outcomes for students from tribal backgrounds was the aim of the study. Findings suggested that incorporating the CRT approach in classrooms of indigenous and tribal students enhances academic outcomes and strengthens cultural identity among students.
Keywords	Culturally Responsive Teaching, Tribal Education, Cultural Diversity
Field	Sociology > Education
Published In	Volume 8, Issue 2, March-April 2026
Published On	2026-03-29
DOI	https://doi.org/10.36948/ijfmr.2026.v08i02.72855

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