Culturally Responsive Teaching Practices among Indigenous Primary School Teachers: A Qualitative Study from Four Zones in Malaysia

Abstract

The education of Indigenous (Orang Asli) students remains a complex challenge in Malaysia, particularly in ensuring effective teaching and learning (T&L) practices that are sensitive to students’ cultural backgrounds, cognitive abilities, and real-life experiences. This study aims to develop a practical and implementable framework for culturally responsive teaching practices (CRTP) for primary school teachers teaching Orang Asli pupils. A qualitative case study approach was employed, involving semi-structured interviews with ten informants, comprising teachers and school administrators from four schools located in Negeri Sembilan, Perak, Pahang, and Selangor. The data were analyzed using Braun and Clarke’s (2006) six-phase thematic analysis approach. The findings produced several key themes that highlight the need for and implementation of culturally responsive teaching in Orang Asli school contexts. These themes include (i) limited availability of teaching modules and materials tailored to Orang Asli students; (ii) implementation of contextual, interactive, and locally adapted T&L practices; (iii) integration of Indigenous knowledge elements such as language, symbols, and cultural narratives into teaching; and (iv) recommendations for building a CRTP framework that is visual, flexible, and supported by school administrators. These themes serve as the foundation for constructing a CRTP framework that offers practical and inclusive guidance for teachers. Overall, this study emphasizes that teachers play a central role in the success of Orang Asli education. The proposed CRTP framework has the potential to support teachers in planning and delivering culturally responsive pedagogy, ultimately enhancing the achievement and engagement of Orang Asli students in the learning process.