Culture and a Human Geography Course: A Phenomenological Study of Going from Strange to Familiar

A sound understanding of culture is an important concept for students in a globalized world. Despite researchers’ interest in how individuals understand culture, little research focused on high school students’ understanding of culture and developing it. This study gathered narrative voices of 10 high school students’ journeys through shifting conceptualizations of culture as they participated in a human geography course. Using a post-intentional, phenomenological framework and the whole-part-whole analysis process (Vagle, 2014), narratives were constructed from stories shared by participants about their experiences. Data analysis revealed three themes: shifts in conceptualization of culture that led to deeper, more complex understanding than previously experienced; changes in conceptual thinking patterns that positively influenced students’ actions toward, tolerance for, and acceptance of others; and application of what they learned beyond the classroom. Participants indicated they were more “well-rounded” and able to think “out-of-the box” as a result of the class. Cultural understanding is foundational to demonstrating respect for and acceptance of others; therefore it is imperative that efforts are made to help learners develop a deep understanding of culture, especially at this critical time in our nation and the world. Learning from the voices of students can help educators improve instruction accordingly