ABSTRACT Around the world, the twenty-first-century secondary classroom is based on growing cultural diversity. Educators that employ a culturally responsive curriculum with a proposed framework of existential pedagogy for secondary education seek to promote the academic success of culturally diverse learners. It is argued in this paper that in culturally responsive curriculum, existential pedagogy holistically engages the learner to critically reflect on how knowledge is constructed within cultures while exploring what it means to exist as an individual person in a diverse world. As a result, culturally diverse classrooms begin to understand the human experience in a more significant context and explore existential concerns through cultural differences. Existential pedagogy is integral for multicultural secondary educators and students to work for social justice by bridging the gaps between cultural differences.

中文翻译：

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文化响应性中等教育：通过存在主义教学法探索文化差异

摘要 在世界各地，二十一世纪的中学课堂建立在日益增长的文化多样性之上。教育工作者采用具有文化响应性的课程，并提出中等教育的存在主义教学法框架，旨在促进文化多元化学习者的学业成功。本文认为，在文化响应性课程中，存在主义教学法从整体上让学习者批判性地反思知识是如何在文化中构建的，同时探索作为个体存在于多元化世界中的意义。因此，文化多样化的课堂开始在更重要的背景下理解人类体验，并通过文化差异探索存在问题。