Culturally Responsive Curriculum and Pedagogy in the Commonwealth of the Northern Mariana Islands

Thomas Misco


This study explores culturally responsive curriculum and pedagogy in the Commonwealth of the Northern Mariana Islands (CNMI). In particular, it examines the ways in which teachers and administrators view curriculum and pedagogy within the multiple and overlapping cultural contexts that the CNMI inhabits. By using an open-ended questionnaire, onsite interviews, and an exhaustive recruitment strategy, the study afforded every middle and high school social studies teacher in the CNMI an opportunity to participate in this study. The findings reveal a wide range of attention to cultural responsiveness, and numerous successes and challenges within middle and high schools.


culturally responsive pedagogy, CNMI, social studies, teacher perspectives, colonialism

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