Date
2-29-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Darren Howland
Keywords
culturally responsive education, culturally relevant pedagogy, culturally responsive teaching, culturally sustaining pedagogy, multicultural education
Disciplines
Education
Recommended Citation
Jackson, Joshua J., "The Lived Experiences of In-Service Teachers' Perceptions of Culturally Responsive Education: A Hermenuetical Phenomenology" (2024). Doctoral Dissertations and Projects. 5238.
https://digitalcommons.liberty.edu/doctoral/5238
Abstract
The purpose of this hermeneutical phenomenological study was to identify, describe, and interpret the lived experiences of in-service teachers with culturally responsive education. The theory guiding this study was the social cognitive theory, emphasizing reciprocal determinism, or the bi-directional relationship between the personal, environmental, and behavioral determinants. This study's central question asked, " What are the lived experiences of in-service teachers concerning the concept of culturally responsive education?" The study took place in a large, suburban school district in Florida. The researcher selected 10 participants who have at least three years of classroom experience and have received an equity-micro-credential, which includes training in culturally responsive practices. The researcher collected data using interviews, focus groups, and a writing protocol for triangulation. Data was analyzed using the hermeneutical framework. Thematic findings were introductions to CRE, building relationships, understanding CRE, implementing CRE in the classroom, quality education for students of color, the political climate, the school climate and its impact on CRE, and a platform for social justice.
