Culturally Rponsive Teachg: Theory, Rearch, & Practice: Geneva Gay | 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

and Emancipatory (Gay, 2000).

GENEVA GAY: A LEGACY OF ELEVATG MULTICULTURAL TN TO PROMENCE

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:. 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).

This n be done through attributn retrag, providg rourc and personal assistance, molg posive self-efficy beliefs, and celebratg dividual and llective acplishments (Gay, 2000). Culturally rponsive teachg do not rporate tradnal tnal practic wh rpect to stunts of lor (Gay, 2000).