Reflections on culturally responsive teaching in Kenya: status quo and challenges

This paper reflects on the evolving landscape of Culturally Responsive Teaching (CRT) in Kenya’s education system. It considers how policy reforms, especially the Competency-Based Curriculum (CBC) and the Basic Education Curriculum Framework (BECF), have promoted inclusive and learner-centred pedagogy. Despite promising developments, systemic challenges, limited teacher preparation, inadequate culturally relevant resources, and language policy constraints, continue to hinder progress. It offers reflections on bridging policy-practice gaps to advance equity and cultural inclusion in Kenyan education.