Geneva Gay (Author of Culturally Rponsive Teachg )

Contents:

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

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.

GENEVA GAY: 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).

GENEVA GAY

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.