Gay, G. (2002). Preparg for culturally rponsive teachg. Journal of Teacher Edutn, 53, 106-116. doi10.1177/0022487102053002003
Contents:
GAY 2002 PREPARG FOR CULTURALLY RPONSIVE
* 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).
THUNR ROSTER CNCH: VETERAN FORWARD RUDY GAY WAIVED
View Gay (2002) Preparg for Culturally Rponsive om EDUF 3131 at Geia Southern Universy. Journal of Teacher Edutn, Vol. 53, No. 2, March/April 2002 2001 AACTE OUTSTANDING * gay 2002 *
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). 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.
2002 timele of major events LGBT (lbian, gay, bisexual, transgenr) rights history, cludg homosexualy, gay marriage, gay adoptn, servg the ary, sexual orientatn discrimatn protectn, changg legal genr, donatg blood, age of nsent, and more. * gay 2002 *
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.
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. Developg the partnerships rults buildg learng muni among diverse learners, which is a cril element of culturally rponsive teachg (Gay, 2002, 2018). Extensn tors mt unrstand how the different work styl may impe on amic succs and need to unrstand how to velop more munal learng environments (Gay, 2002).
Acrdg to Gay (2002), munitn styl of different ethnic groups not only reflect cultural valu, but also shape learng behavrs and should be nsired when modifyg tnal teractns.