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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 ...
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 ...
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 ...
In the U.S. this broader definition is also known as "culturally responsive" education, which differs from the 1980s-1990s cultural diversity and cultural competency approaches, [60] [61] and is promoted among the ten equity assistance centers [62] of the U.S. Department of Education, for example in Region IX (AZ, CA, NV), by the Equity ...
As a result, educational anthropology has increasingly grappled with ideas of culturally relevant pedagogies (CRP), culturally responsive pedagogies, and culturally sustaining pedagogies (CSP). [17] These conversations around pedagogies that are empowering and highlight the cultural and linguistic capital of students are ongoing.
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.
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 ...