Culturally responsive or politically constrained? Exploring teachers’ pedagogical practices in refugee education
Journal of Education for Teaching, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1080/02607476.2026.2699130
- Dergi Adı: Journal of Education for Teaching
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Periodicals Index Online, Agricultural & Environmental Science Database, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Index Islamicus, MLA - Modern Language Association Database, MLA International Bibliography, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Political Science Database (ProQuest)
- Anahtar Kelimeler: Culturally responsive pedagogy, inclusive education, refugee children, teacher agency, teachers
- TED Üniversitesi Adresli: Evet
Özet
Framed within culturally responsive pedagogy, this qualitative phenomenological study examines how teachers’ pedagogical practices and instructional strategies influence refugee pupils’ adaptation, inclusion and the classroom atmosphere. Drawing on interviews and classroom observations of 18 primary school teachers working with refugee pupils, the study analyses how instructional practices emerge at the intersection of individual teacher agency, policy ambiguity and institutional constraints. Findings reveal that pedagogical practices and preferences, shaped by both personal beliefs and the political climate, affect instructional strategies and the inclusion of refugee pupils. An inconsistent understanding of policy documents led teachers to develop their unique pedagogical practices through trial and error. However, without clear communication of refugee-related education policies, some teachers succeeded in creating humanistic and culturally responsive strategies, while a smaller group struggled to ensure inclusive and harmonious classroom environments. The study highlights how policy ambiguity and limited professional learning infrastructure produce structural teacher isolation and fragmented pedagogical responses, and calls for clearer refugee education policy frameworks, alongside sustained professional learning opportunities, to support equitable and inclusive practice.