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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 ...
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.
She is also known for developing and implementing several culturally responsive teaching strategies and curricula for teachers and administrators. [7] Ford's research contributions have helped to ensure that all students, regardless of their racial ethnic, and economic background, have access to high-quality and culturally responsive education.
This exposure assists students in thinking more critically, as well as, encourages them to have a more open mindset. [4] Political theorists want to use multicultural education to motivate social action. In this approach students are equipped with knowledge, values, and skills necessary to advocate and participate in social change.
In 2001, he conducted research on effective teaching practices for African American students, emphasizing holistic development and cultural responsiveness. His findings revealed the applicability of these strategies to all teachers willing to critically examine assumptions, beliefs, and stereotypes. [ 18 ]
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 ...
Moving beyond seeing with our eyes wide shut: A response to “There is no culturally responsive teaching spoken here.” Democracy and Education, 20(1), 1-6. Rome, M., *Ruiz, M. A., & Fasching-Varner, K. J. (2012). On the road to engagement: Teacher action research and student literacy engagement in socially responsible social studies instruction.
It is a natural extension of culturally responsive teaching, which uses students' backgrounds, rendering of social experiences, prior knowledge, and learning styles in daily lessons. Teachers, as culturally responsive classroom managers, recognize their biases and values and reflect on how these influence their expectations for behavior and ...