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

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dc.authorid0000-0002-6966-0555
dc.authorid0000-0002-7073-5315
dc.authorid000-0003-2155-4822
dc.contributor.authorMercan Küçükakın, Pınar
dc.contributor.authorYıldırım Taştı, Özlem
dc.contributor.authorÇobanoğlu, Rahime
dc.contributor.authorGökmenoğlu, Tuba
dc.contributor.authorAkcaoğlu, Mustafa Öztürk
dc.date.accessioned2025-07-18T12:40:57Z
dc.date.available2025-07-18T12:40:57Z
dc.date.issued2025
dc.departmentEğitim Fakültesi
dc.description.abstractCreating 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.
dc.identifier.doi10.1177/00131245251334358
dc.identifier.issn00131245
dc.identifier.scopusWOS:001473421600001
dc.identifier.urihttps://dx.doi.org/10.1177/00131245251334358
dc.identifier.urihttps://hdl.handle.net/20.500.12451/13388
dc.identifier.wosWOS:001473421600001
dc.identifier.wosqualityQ3
dc.indekslendigikaynakScopus
dc.indekslendigikaynakWeb of Science
dc.institutionauthorYıldırım Taştı, Özlem
dc.institutionauthorid0000-0002-7073-5315
dc.language.isoen
dc.publisherSAGE Publications Inc.
dc.relation.ispartofEducation and Urban Society
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectCultural Diversity
dc.subjectCulturally Responsive Pedagogy
dc.subjectCulturally Responsive Teacher
dc.subjectUrban Classroom
dc.subjectUrban Teachers
dc.titleEmbracing Diversity in the Classroom: Teachers’ Perceptions on Culturally Responsive Classroom Practices in Türkiye
dc.typeArticle

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