1 PDFsam Gay Preparg for Culturally Rponsive Teachg - Journal of Teacher Edutn Vol. 53 No. 2 March/April 2002 2001 AACTE OUTSTANDING | Course Hero

Contents:

• GAY 2002 PREPARG FOR CULTURALLY RPONSIVE
• 1 PDFSAM GAY PREPARG FOR CULTURALLY RPONSIVE TEACHG -...

GAY 2002 PREPARG FOR CULTURALLY RPONSIVE

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. 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.

1 PDFSAM GAY PREPARG FOR CULTURALLY RPONSIVE TEACHG -...

Gay (2002) explas that a symbolic curriculum clus "imag, symbols, ins, motto, awards, celebratns, and other artifacts that are ed to teach stunts knowledge, skills, morals, and valu" (p.

Gay (2002) f this type of curriculum as "the knowledge, ias, and imprsns about ethnic groups that are portrayed the mass media" (p. Extensn tors need to unrstand how media portray and manipulate ethnic groups and what curricula and stctn n do to unteract those fluenc (Gay, 2002). Gay (2002) explas that pedagogil actns (pedagogy is the method and practice of teachg) are as important as curriculum sign, and she lls for tors to e cultural sffoldg teachg ethnilly diverse stunts, which means "g their own cultur and experienc to expand their tellectual horizons and amic achievement" (p.

A strategy to facilate culturally rponsive rg lls for teachers to velop a partnership wh ethnilly diverse stunts "that is anchored rpect, honor, tegry, rource sharg, and a ep belief the possibily of transcennce" (Gay, 2000, p.

Developg the partnerships rults buildg learng muni among diverse learners, which is a cril element of culturally rponsive teachg (Gay, 2002, 2018). Extensn tors mt unrstand how the different work styl may impe on amic succs and need to unrstand how to velop more munal learng environments (Gay, 2002).

Acrdg to Gay (2002), munitn styl of different ethnic groups not only reflect cultural valu, but also shape learng behavrs and should be nsired when modifyg tnal teractns.

The munitns style of the majory of ethnic groups the Uned Stat n be scribed as "more active, participatory, dialectic and multimodal" (Gay, 2002, p. Ias are munited by "providg a lot of background rmatn; beg passnately and personally volved wh the ntent of the disurse; g much directns (such as nuendo, symbolism, and metaphor) to nvey ias; weavg many different threads or issu to a sgle story; and embeddg talk wh feelgs of tensy, advocy, evaluatn, and athetics" (Gay, 2002, p.

Gay (2002) asserts that culture is eply entrenched teachg, so tg ethnilly diverse clients has to be "multiculturalized. Learng styl every ethnic group clu eight key ponents (Gay, 2002):. Studi show (Gay, 2000; Sprg, 1995) that the ponents n be achieved by creatg learng muni built upon operative group-learng arrangements and peer achg that match well wh the munal culture systems of ethnic groups like Ain, Asian, Native Amerin, and Hispanic groups.

A large proportn of stctn time should be voted to givg exampl and scenars to "monstrate how rmatn, prcipl, ncepts, and skills operate practice" (Gay, 2002; p. Retrieved om Gay, G.

Gay, G. 2, March/April 20022001 AACTE OUTSTANDINGWRITINGAWARDRECIPIENTEdor’s Note:This article draws om Geneva Gay’s recent book, Culturally RponsiveTeachg: Theory, Rearch, and Practice, which received the 2001 Outstandg WrgAward om the Amerin Associatn of Colleg for Teacher Edutn.

PREPARING FOR CULTURALLY RESPONSIVE TEACHINGGeneva GayUniversy of Washgton, SeattleIn this article, a se is ma for improvg thchool succs of ethnilly diverse stuntsthrough culturally rponsive teachg and forpreparg teachers prervice tn pro-grams wh the knowledge, attus, and skillsneed to do this.

It is based on the assump-tn that when amic knowledge and skillsare suated wh the lived experienc andam of reference of stunts, they are morepersonally meangful, have higher tert ap-peal, and are learned more easily and thoroughly(Gay, 2000).

As a rult, the amic achieve-ment of ethnilly diverse stunts will improvewhen they are tght through their own cul-tural and experiential filters (Au & Kawakami, 1994; Foster, 1995; Gay, 2000; Holls, 1996;Klefeld, 1975; Ladson-Billgs, 1994, 1995). and Emancipatory (Gay, 2000). Gay (2000) f culturally rponsive teachg as g the cultural knowledge, prr experienc, and performance styl of diverse stunts to make learng more appropriate and effective for them; teach to and through the strengths of the stunts.