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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| Veröffentlicht in: | Education and urban society Jg. 57; H. 7; S. 699 - 730 |
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| Format: | Journal Article |
| Sprache: | Englisch |
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Los Angeles, CA
SAGE Publications
01.09.2025
SAGE PUBLICATIONS, INC |
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| Abstract | 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. |
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| AbstractList | 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. |
| Author | Gokmenoglu, Tuba Akcaoglu, Mustafa Ozturk Yildirim Tasti, Ozlem Cobanoglu, Rahime Mercan Kucukakın, Pınar |
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| Keywords | culturally responsive pedagogy urban teachers urban classroom culturally responsive teacher cultural diversity |
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| SubjectTerms | 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 |
| Title | Embracing Diversity in the Classroom: Teachers’ Perceptions on Culturally Responsive Classroom Practices in Türkiye |
| URI | https://journals.sagepub.com/doi/full/10.1177/00131245251334358 https://www.proquest.com/docview/3233470636 |
| Volume | 57 |
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