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<p>Recent studies have advocated culturally responsive pedagogy (CRP) for indigenous students. This paper focuses on the methodological approach towards culturally responsive pedagogy. It explores the lived world of indigenous students regarding how they learn and engage with the teacher from the cultural perspective. An indigenous, descriptive and phenomelogical approach was employed to elicit responses regarding the indigenous lived world from the experiences of nine elders in a peri-urban city in Southwest, Nigeria. The experiences of fifty pre-service teachers were also elicited with a semi-structured questionnaire for responses on challenges of teaching indigenous high school students. During analysis of the face-to-face conversations with nine elders, and semi-structured questionnaire for pre-service teachers, themes emerged and interpreted in the perspective of the elders. Results showed that learning for indigenous learners should be fun and expressive. The subject matter should also be creatively prepared in form of a story line to enable engagement. Pre-service teachers showed that learning is boring for the high school learners. When these pointers are integrated into the teachers’ pedagogy, learning can be engaging for indigenous learners.</p>

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Cultural approaches to classroom learning and management

  • 期刊论文

  • 发表日期：

    2025年9月17日

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  • Sina Fakoyede,
  • Femi Babalola,
  • Foluke Abiona,
  • Samuel Famuwagun

摘要

Recent studies have advocated culturally responsive pedagogy (CRP) for indigenous students. This paper focuses on the methodological approach towards culturally responsive pedagogy. It explores the lived world of indigenous students regarding how they learn and engage with the teacher from the cultural perspective. An indigenous, descriptive and phenomelogical approach was employed to elicit responses regarding the indigenous lived world from the experiences of nine elders in a peri-urban city in Southwest, Nigeria. The experiences of fifty pre-service teachers were also elicited with a semi-structured questionnaire for responses on challenges of teaching indigenous high school students. During analysis of the face-to-face conversations with nine elders, and semi-structured questionnaire for pre-service teachers, themes emerged and interpreted in the perspective of the elders. Results showed that learning for indigenous learners should be fun and expressive. The subject matter should also be creatively prepared in form of a story line to enable engagement. Pre-service teachers showed that learning is boring for the high school learners. When these pointers are integrated into the teachers’ pedagogy, learning can be engaging for indigenous learners.