Geneva Gay: A legacy of elevatg multicultural tn to promence | UW College of Edutn

Contents:

• CULTURALLY RPONSIVE TEACHG: THEORY, REARCH, & PRACTICE: GENEVA GAY
• GENEVA GAY: A LEGACY OF ELEVATG MULTICULTURAL TN TO PROMENCE

CULTURALLY RPONSIVE TEACHG: THEORY, REARCH, & PRACTICE: GENEVA GAY

The purpose of this article is to outle a amework for culturally rponsive teachg veloped by Geneva Gay (2018), a renowned expert highly rated the field of multicultural tn.

GENEVA GAY: A LEGACY OF ELEVATG MULTICULTURAL TN TO PROMENCE

CRT is a pedagogy that regniz the importance of cludg stunts' cultural inti all aspects of learng and empowers them socially, tellectually, polilly, and emotnally (Banks & Banks, 2009; Gay, 2002; Nieto & Bo, 2007). Experts assert that programs that do not nsir the cultural differenc of their stunts are equently ls effective (Gay, 2002; McGee & Banks, 2009; Nieto & Bo, 2007).

Acrdg to Gay (2002), "too many teachers are aquately prepared to teach ethnilly diverse stunts" (p. It is imperative that tors have explic knowledge of cultural diversy to meet the needs of ethnilly diverse stunts (Gay, 2002). Acrdg to Gay (2002), there are three key pillars to achievg the knowledge base necsary to enhance culturally rponsive teachg.

Gay (2002) remends that all teachers take urs or trags on the ntributns of ethnic groups to ntent areas that they will teach. Gay (2002) explas that tors need to evaluate "quanty, accuracy, plexy, placement, purpose, variety, signifince, and thenticy of the narrative texts, visual illtratns, learng activi, role mols, and thorial sourc ed the stctnal materials" (p.