Embracing Diversity in the Classroom: Teachers’ Perceptions on Culturally Responsive Classroom Practices in Türkiye

Creating culturally responsive learning environments stands as a pivotal objective for 21st-century classrooms to foster inclusive and equitable education. This phenomenological inquiry explores the perceptions and practices of classroom teachers regarding Culturally Responsive Pedagogy (CRP) within...

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Vydané v:Education and urban society Ročník 57; číslo 7; s. 699 - 730
Hlavní autori: Mercan Kucukakın, Pınar, Yildirim Tasti, Ozlem, Cobanoglu, Rahime, Gokmenoglu, Tuba, Akcaoglu, Mustafa Ozturk
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Los Angeles, CA SAGE Publications 01.09.2025
SAGE PUBLICATIONS, INC
Predmet:
21st century
Classroom Environment
Classroom practice
Classrooms
Content analysis
Cultural differences
Cultural Pluralism
Cultural sensitivity
Data analysis
Inclusive education
Interviews
Learning environment
Multiculturalism & pluralism
Perceptions
Professional development
Professional training
Public schools
Teacher education
Teachers
Teaching
Turkey
culturally responsive pedagogy
urban teachers
urban classroom
culturally responsive teacher
cultural diversity
ISSN:0013-1245, 1552-3535
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Popis
Shrnutí:Creating culturally responsive learning environments stands as a pivotal objective for 21st-century classrooms to foster inclusive and equitable education. This phenomenological inquiry explores the perceptions and practices of classroom teachers regarding Culturally Responsive Pedagogy (CRP) within the educational context of Türkiye. To this end, semi-structured interviews were conducted with 11 teachers purposefully selected from public schools in Gaziantep, a city notable for its increased cultural diversity in the country. Content analysis was utilized for data analysis. The following themes emerged in the study: Barriers to Culturally Responsive Pedagogy and Culturally Responsive Pedagogy Practices. The findings indicate that, although there are instances of culturally responsive practices being implemented and positive perceptions of CRP among educators, substantial challenges persist in integrating CRP effectively within classroom settings. The study highlights the need for effective professional development and teacher training focused on CRP.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:0013-1245
1552-3535
DOI:10.1177/00131245251334358