This study attempted to explore culturally relevant and responsive education to advance conceptual understanding of this phenomenon. Meta-ethnography was used to examine researchers' and research participants' descriptions of culturally relevant pedagogy and culturally responsive teaching, as represented in 10 sampled articles reporting 9 studies. This investigation identified possible concepts that can serve as a different way of thinking about culturally relevant and responsive educational practice, including CRRE foundations, goals, commitments, supporting practices, pedagogical practices, and purposes; additional subthemes were identified and described in association with this overarching organizational structure. Additionally, several relationships between concepts emerging from the meta-ethnography were identified and described. Possible implications for practice and teacher education were discussed, and recommendations for practicing teachers, teacher educators, administrators and policy-makers, and future research were described. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]