GENEVA GAY, Teachg To and Through Cultural Diversy, Curriculum Inquiry, Vol. 43, No. 1 (JANUARY 2013), pp. 48-70
Contents:
- CULTURALLY RPONSIVE TEACHG: THEORY, REARCH, & PRACTICE: GENEVA GAY
- GENEVA GAY: A LEGACY OF ELEVATG MULTICULTURAL TN TO PROMENCE
- PREPARG FOR CRT BY GENEVA GAY
- GENEVA GAY: CULTURALLY RPONSIVE TEACHG
CULTURALLY RPONSIVE TEACHG: THEORY, REARCH, & PRACTICE: GENEVA GAY
* culturally responsive teaching geneva gay summary *
In this wonrful volume, Geneva Gay mak a nvcg se for g culturally rponsive teachg to improve the school performance of unrachievg stunts of lor.
Geneva Gay is Profsor of Edutn and Associate of the Center for Multicultural Edutn, Universy of Washgton-Seattle.
"From her reful analysis of the tnal rearch and bt practic lerature, and her wealth of experienc om workg wh P/K-18 stunts and teachers, Gay clearly explas how culturally rponsive teachg n be ed to dramatilly fluence the amic achievement of stunts of lor and other margalized stunts. "Geneva Gay has wrten a passnate and spirg book that provis a prehensive explanatn of culturally rponsive teachg and how n make a difference the liv of stunts of lor. 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
I favor the amework veloped by Geneva Gay the most as enpsulat many different aspects of teachg. Here she tells how to prepare for CRT: Five sential elements of culturally rponsive teachg are examed: velopg a knowledge base about cultural diversy, cludg ethnic and cultural diversy ntent the curriculum, monstratg rg and… * culturally responsive teaching geneva gay summary *
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).
PREPARG FOR CRT BY GENEVA GAY
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).
GENEVA GAY: CULTURALLY RPONSIVE TEACHG
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. 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.