This reflective paper reflects on the evolving landscape of Culturally Responsive Teaching (CRT) in Pakistan's education system. It considers how policy reforms, particularly the Single National Curriculum (SNC) and the National Education Policy 2017, have attempted to address diversity and inclusion in a nation characterised by significant linguistic, ethnic, and religious plurality. Despite progressive policy intentions, systemic challenges including inadequate teacher preparation, centralised curriculum materials that marginalise indigenous knowledge, language policy constraints, and high-stakes assessment pressures continue to hinder the realisation of culturally responsive pedagogy. This reflection examines the tension between standardisation and cultural responsiveness, offering pathways for bridging policy-practice gaps to advance equity and cultural inclusion in Pakistani classrooms.
