ABSTRACT
This chapter argues for a dialogical critical approach to culturally responsive pedagogy (CRP). In doing so, it contends that educational discourse, and by extension educators, must consider the religious funds of knowledge of learners if they are to emphasise and respect learners’ identities and backgrounds as meaningful sources for optimal learning and to embrace and build on students’ identities and backgrounds as an asset for learning. The chapter examines the case of Muslim learners and the pejorative context in which they live. It reflects on what it means to be culturally and religiously responsive to learners’ identities, its importance as a performance standard that defines good teaching, and the implications for educators.
