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Culturally relevant teaching is instruction that takes into account students' cultural differences. Making education culturally relevant is thought to improve academic achievement, [1] but understandings of the construct have developed over time [2] Key characteristics and principles define the term, and research has allowed for the development and sharing of guidelines and associated teaching ...
Fasching-Varner's work links considerations of critical race theory and culturally responsive pedagogy, with an emphasis on the property value of whiteness. Fasching-Varner has proposed a non-developmental model for racial identity which provides a radically different approach from that proposed by Janet Helms , long considered the authority in ...
Gay is a consultant for the Teaching Diverse Students initiative through Learning For Justice, a project of the Southern Poverty Law Center. [citation needed] In 1994, Gay was the first recipient of The G. Pritchy Smith Multicultural Educator Award given by the National Association for Multicultural Education.
Education debt is a theory developed by Ladson-Billings to attempt to explain the racial achievement gap. As defined by Professor Emeritus Robert Haveman, a colleague of hers, education debt is the "foregone schooling resources that we could have (should have) been investing in (primarily) low income kids, which deficit leads to a variety of social problems (e.g. crime, low productivity, low ...
Culturally responsive classroom management (CRCM) is an approach to running classrooms with all children [not simply for racial/ethnic minority children] in a culturally responsive way. More than a set of strategies or practices, CRCM is a pedagogical approach that guides the management decisions that teachers make.
Meira Levinson argued that "multicultural education is saddled with so many different conceptions that it is inevitably self-contradictory both in theory and in practice, it cannot simultaneously achieve all of the goals it is called upon to serve" [4]: 428 According to Banks, "a major goal of multicultural education is to change teaching and ...
She has also served as the Vice President of Division K (Teaching and Teacher Education) of the American Educational Research Association, and as president of the National Association for Multicultural Education. [1] [2] Her work primarily focuses on multicultural education, [3] preparation of teachers for culturally diverse schools, and anti ...
According to how they handle cultural diversity and cultural affiliations and localize themselves through communication, structural adjustments, strategies, and tactics, five types of organizations are defined: denying/intransigent, minimizing/resistant, minimizing/cooperative, adaptive/cooperative, integrative.