This conceptual paper explores the integration of culturally responsive pedagogy (CRP) in elementary education within the Cooch Behar district of West Bengal, India, with a specific focus on incorporating Rajbanshi folklore and indigenous knowledge systems (IKS) into curriculum frameworks. Situated in a borderland region characterized by ethnic diversity and historical princely legacies, Cooch Behar\\\'s elementary education system faces challenges in addressing the cultural needs of its Rajbanshi-majority population, whose oral traditions, ecological wisdom, and folklore represent untapped educational resources. Drawing on foundational theories of CRP from scholars like Ladson-Billings (1995) and Gay (2018), this paper identifies a research gap in the application of CRP to indigenous communities in rural Indian contexts, where mainstream curricula often marginalize local epistemologies. The primary objective is to conceptualize a theoretical framework that bridges CRP principles—academic success, cultural competence, and sociopolitical consciousness—with Rajbanshi IKS, such as agro-ecological practices and folk narratives, to foster inclusive and relevant learning. Methodologically, the paper employs a conceptual synthesis approach, critically analyzing peer-reviewed literature from 2015–2025 on CRP, IKS integration in India, and Rajbanshi cultural studies. Key arguments highlight how Rajbanshi folklore can serve as pedagogical tools for experiential learning, enhancing student engagement and identity affirmation. The paper contributes to educational theory by proposing a localized CRP model adaptable to border districts, emphasizing policy implications for India\\\'s National Education Policy (NEP) 2020. Ultimately, this framework advances equitable education by valorizing indigenous knowledge, promoting cultural sustainability, and addressing systemic exclusions in elementary curricula.
Ghosh et al. (Mon,) studied this question.
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