Cultural Pluralism in the Classroom: The Role of Culturally Responsive Pedagogy in Developing Empathetic and Culturally Competent Teachers
Date of Award
5-5-2024
Degree Name
Ed.D. in Leadership for Organizations
Department
Department of Educational Administration
Advisor/Chair
Clare Liddon
Abstract
While teachers demonstrate a strong commitment to cultural proficiency and equity, it is implied that there is still room for improvement in areas such as conflict resolution and acknowledging power dynamics within schools. Educators face challenges prioritizing professional development opportunities and adapting their teaching practices to better support diverse student needs while valuing their cultural identities and voices. Ultimately, the study emphasizes the importance of continuous learning and dialogue around diversity and equity issues in promoting better student outcomes.
Keywords
cultural proficiency, cultural competency, culturally responsive pedagogy, education, culturally relevant pedagogy
Rights Statement
Copyright 2024, author
Recommended Citation
Jordan, Colissa, "Cultural Pluralism in the Classroom: The Role of Culturally Responsive Pedagogy in Developing Empathetic and Culturally Competent Teachers" (2024). Graduate Theses and Dissertations. 7627.
https://ecommons.udayton.edu/graduate_theses/7627
