2.5. Factors that shape cultural behaviours and perspectives. Readings

One of the pillars of culturally responsive teaching is enabling students to see their own experiences reflected in course content. G. Gay (2010) emphasizes that when academic content is connected to students’ real-life experiences and cultural ways of understanding the world, it becomes more engaging, meaningful, and easier to comprehend and retain. Aligning instruction with students’ backgrounds enhances both their interest and learning outcomes.

Encouraging Open Dialogue on Cultural Norms. Providing structured space for students to discuss how cultural norms shape learning encourages critical reflection and intercultural competence. In a media studies class, you might ask: “How do storytelling traditions in your culture affect the way you interpret news or media messages?” Students can share and reflect in small groups before regrouping for a larger discussion.

Creating modules where students surface cultural resources, such as through photo-elicitation or portfolio reflection, allows for deep identity integration within academic disciplines. In a physics education, students could bring photos or artifacts that represent how their cultural heritage informs their scientific curiosity, embedding personal narratives within discipline-specific learning.