Several large surveys have suggted high prevalence of psychiatric disorrs among gay men and other men who have sex wh men. In 2002, a prehensive h
Contents:
- GENEVA GAY
- GENEVA GAY: A LEGACY OF ELEVATG MULTICULTURAL TN TO PROMENCE
- FACULTY SPOTLIGHT: GENEVA GAY
- HIGH PREVALENCE OF MENTAL DISORRS AND ORBIDY THE GENEVA GAY MEN’S HEALTH STUDY
GENEVA GAY
Geneva Gay (2002) rms about the three curricula, to some of which we might be pletely obliv. Check them out and start to thk about how to resign your own curricula: The first one is formal plans for stctn approved by the policy and erng bodi of tnal systems. They are ually anchored … * geneva gay 2002 *
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).
GENEVA GAY: A LEGACY OF ELEVATG MULTICULTURAL TN TO PROMENCE
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).
FACULTY SPOTLIGHT: GENEVA GAY
Acrdg to Gay (2002), there are three key pillars to achievg the knowledge base necsary to enhance culturally rponsive teachg.
HIGH PREVALENCE OF MENTAL DISORRS AND ORBIDY THE GENEVA GAY MEN’S HEALTH STUDY
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.