donderdag 2 januari 2014

Culturally Responsive Teaching

One key educational researcher who has contributed significantly to the progression of culturally relevant teaching is Geneva Gay. In her landmark book, Culturally Responsive Teaching: Theory, Research, and Practice, Geneva Gay expanded the traditional view of culture beyond race and ethnicity. She wrote, "Even without being consciously aware of it, culture determines how we think, believe, and behave" [Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd Ed.). New York: Teachers College Press] In other words, culture is a student's beliefs, motivations, and even social groups and norms. Thus, the teacher who practices culturally relevant teaching understands that culture manifests in a variety of adaptations within how students prefer to learn. A culturally responsive teacher uses differentiated instruction to tailor learning to every aspect of a student's culture.

Geneva Gay defines culturally responsive teaching as using the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective for them; it teaches to and through the strengths of these students. 
Geneva Gay also describes culturally responsive teaching as having these characteristics:

  • It acknowledges the legitimacy of the cultural heritages of different ethnic groups, both as legacies that affect students' dispositions, attitudes, and approaches to learning and as worthy content to be taught in the formal curriculum.
  • It builds bridges of meaningfulness between home and school experiences as well as between academic abstractions and lived sociocultural realities.
  • It uses a wide variety of instructional strategies that are connected to different learning styles.
  • It teaches students to know and praise their own and each others' cultural heritages.
  • It incorporates multicultural information, resources, and materials in all the subjects and skills routinely taught in schools (p. 29).

Using these characteristics to improve culturally responsive teaching would involve considerations to the classroom environment.