Teaching Through Culture: A Progressivist Inquiry into Education in British Columbia
Daniel Pranjic
To what extent should culture shape teaching practices in British Columbia classrooms? Through this inquiry, I have come to understand that culture should play a central role in education, but it must be approached thoughtfully and intentionally. From a progressivist perspective, learning is deeply connected to students’ lived experiences, identities, and social contexts. Ignoring culture in the classroom limits student engagement and reinforces systems of inequality by prioritizing dominant perspectives. When students do not see themselves reflected in what they learn, education can feel disconnected and irrelevant.
In contrast, culturally responsive teaching creates opportunities for students to engage more deeply and meaningfully with their learning. At the same time, integrating culture into teaching is not without challenges. Teachers must navigate time constraints, curriculum requirements, and the risk of superficial implementation. This inquiry has shown me that good intentions are not enough; culturally responsive teaching requires reflection, knowledge, and a commitment to ongoing learning. One of the most important insights I have gained is that education is not neutral. It reflects values, power structures, and assumptions about knowledge. As educators, we have a responsibility to examine these structures and work toward more inclusive practices critically. This includes integrating Indigenous perspectives and supporting reconciliation in meaningful ways. Moving forward, I see myself as an educator who values culturally responsive teaching and strives to create inclusive and engaging learning environments. While it may not be possible to represent every culture perfectly, it is essential to approach teaching with openness, respect, and a willingness to learn. In doing so, education can become a space where all students feel valued, respected, and empowered.
