Year: 2025
Type: article
Abstract: This study explored the experiences of elementary teachers in implementing culturally responsive pedagogy within diverse classroom settings. Specifically, it aimed to examine their lived experiences in promoting equity and social justice, building strong teacher-student relationships, and enhancing culturally informed teaching strategies. Using a phenomenological approach, the research employed 10 participants for in-depth interviews to gain authentic insights into teachers' practices, challenges, and coping strategies. Thematic analysis revealed that teachers strive to ensure inclusive learning by tailoring lessons to students' cultural contexts and advocating for fair treatment and representation. Strengthened relationships emerged from efforts to understand students' identities, celebrate cultural diversity, and maintain open and respectful communication. However, challenges were also evident, including limited training, resistance to change, and varying cultural awareness. To cope, teachers engaged in continuous learning and improvement, collaborated with peers and communities, and integrated local knowledge into their teaching. From these experiences, three major insights emerged: the role of equity in curriculum design, the impact of relational pedagogy, and the value of contextualized and culture-focused teaching. These findings highlight the need for policy and institutional support to further equip teachers in creating inclusive and culturally responsive classrooms that empower all learners.
Author: Galenzoga, Kimberly
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W6968060952
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