Tracing Cultural Identity in Teachers’ Enacted Classroom Practices and Curriculum: Implications for Sustained Practice

Abstract

Aim. This study examined how cultural identity was reflected through Indigenous Knowledge Systems and Practices (IKSPs) in teachers' enacted classroom practices and curriculum. It also analysed the level of IKSP integration and the alignment across intended, planned, enacted, and experienced curriculum representations to understand the sustainability of cultural integration in practice. Methods. The study used a qualitative multiple-case study design involving eight elementary and secondary teachers and 40 students. Data were collected through curriculum documents, 34 lesson plans, 31 classroom observations, instructional materials, teacher interviews, student focus group discussions and written reflections, and validation conversations with cultural knowledge holders. Results. Livelihood and community practices, oral traditions, and ecological knowledge were the most frequently observed forms of IKSPs in classroom practice. Most teacher cases reflected insertion and addition, where cultural elements appeared mainly as examples, contextualised activities, or introductory discussions. Stronger forms of integration were observed in English, science, and one mathematics case, where IKSPs became part of classroom tasks, analysis, and student participation. Alignment was strongest between the intended and planned curricula, but weakened during enactment and in the student experience. Sustained integration depended on teacher familiarity with IKSPs, access to culturally grounded materials, subject area, community participation, and institutional support. Conclusions. Meaningful IKSP integration requires more than localised examples or symbolic inclusion. Sustained cultural integration depends on how consistently cultural knowledge shapes classroom interaction, learning tasks, assessment, and student participation across the curriculum process.