Gay, G. (2000). <i>Culturally Rponsive Teachg: Theory, Rearch, & Practice.</i><i> </i>New York: Teachers College Prs.

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

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. Gay (2000) also scrib culturally rponsive teachg as havg the characteristics:.

GENEVA GAY: A LEGACY OF ELEVATG MULTICULTURAL TN TO PROMENCE

In orr to teach to the different learng styl of stunts, activi would reflect a variety of sensory opportuni-visual, dory, tactile (Gay, 2000). In a sense, culturally rponsive teachers teach the whole child (Gay, 2000).

Culturally rponsive teachers realize not only the importance of amic achievement, but also the matag of cultural inty and herage (Gay, 2000).

By promotg this amic muny of learners, teachers rpond to the stunts' need for a sense of belongg, honored their human digny, and promoted their dividual self-ncepts (Gay, 2000). Stunts n also participate actively their own performance evaluatns (Gay, 2000).