Asian Journal of Education and Social Studies

Every classroom serves as a cultural gathering place where teaching transforms from instruction to conversation. When educators enter communities other than their own, they are faced with the privilege and responsibility of comprehending a different culture, which further complicates this exchange. This study described the experiences, challenges, and coping strategies of non-Indigenous Social Studies teachers teaching in Secondary IPEd schools. It aims to better understand how these teachers handled cultural practices and the varied reality of working in the IPEd schools. A qualitative phenomenological research design was employed to capture lived experiences and generate practical insights. The study was conducted at secondary public schools, carrying out the initiative for Indigenous Peoples' Education (IPEd). Purposive Sampling was used to choose individuals based on their related experiences in teaching. Key themes were found using Colaizzi's semi-structured analysis approach, which focused on how non-Indigenous teachers deal with their cultural roles to foster an inclusive learning environment and close cultural divides. The findings of this study showed that non-Indigenous teachers had to face issues like language barriers, cultural alienation, and a lack of resources appropriate to their places. They showed resilience despite this by establishing a connection with Indigenous communities and adapting and incorporating local viewpoints to become more community-focused and responsive. The study also recommended stronger school-community partnerships, greater support and assistance for Indigenous and non-Indigenous teachers, and cultural competency training anchored in Indigenous knowledge. To bridge these worlds, a continuous dedication to justice, inclusivity, and Indigenous engagement in education. Overall, the research emphasizes that true inclusivity in education emerges when understanding, humility, and collaboration guide the act of teaching.