Wlodkowski and Margery B. Ginsberg Research has shown that no one teaching strategy will consistently engage all learners. The key is helping students relate lesson content to their own backgrounds.
Historical Context[ edit ] Culturally relevant teaching was made popular by Dr. Gloria Ladson-Billings in the early s,  the term Culturally responsive teaching created was defined as one "that empowers students to maintain cultural integrity, while succeeding academically.
Ladson-Billings also provides some clarification between critical and culturally relevant pedagogy, with the difference being that culturally relevant pedagogy urges collective action grounded in cultural understanding, experiences, and ways of knowing the world.
This has become more widely known and accepted in the education field. For example, the U.
Department of Education's Equity Assistance Centers, such as the Equity Alliance at ASU help states, school districts and schools to establish the conditions for equitable educational outcomes for all students, using cultural responsiveness as one of the measures of the needed capabilities of teachers, principals and school communities as a whole.
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"  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.
Many of these researchers and educators support the constructivist theories of education because such perspectives recognize the value of multiple cultural viewpoints.
These dimensions laid the foundation for the move toward culturally relevant teaching. The first dimension is content integration where teachers make a conscious effort to represent a variety of cultures in the curriculum and teaching. The second dimension of knowledge construction asks learners to begin questioning and critically analyzing the biased, and previously accepted, curriculum.
In the third dimension, the teaching focus shifts to encouraging cross-cultural interactions in an effort to reduce prejudice. By the fourth dimension, equitable pedagogy, the teacher uses culturally relevant teaching to change teaching approaches.
The purpose of Banks' fourth dimension is to tailor teaching methods to ensure success of students from all cultures. If successful, the fourth dimension and culturally relevant teaching will manifest into Banks' fifth dimension of an empowered school culture.
It is in this stage when teachers and learners critically examine the institution of education for inequities. Banks' fourth and fifth dimensions are the perfect example of culturally relevant teaching.
Teachers who achieve these dimensions, and thus fully realize the impact of culturally relevant teaching, cherish learners who question, seek answers through inquiry, and embrace a mindset of social justice. All of which are the key components of constructivism.
In a video James Scheurich explains how the success of our country is in the hand of our children and in a society where students of color will no longer be the minority, he expresses how teachers must teach to their audience in order for students to be successful.
Characteristics[ edit ] A number of authors, including Gay and Lipman have identified characteristics of culturally responsive teaching. Culturally responsive teaching is comprehensive because it uses "cultural resources to teach knowledge, skills, values, and attitudes. Culturally responsive teaching encompasses many areas and applies multicultural theory to the classroom environment, teaching methods, and evaluation.
Culturally responsive teachers liberate students. Culturally responsive teaching empower students, giving them opportunities to excel in the classroom and beyond. Culturally responsive teaching is transformative because educators and their students must often defy educational traditions and the status quo.
Good teaching comes from those who are true to their identity including genetic, socioeconomic, educational and cultural influences and integrity self-acceptance. Teachers who are comfortable with themselves and teach within their identity and integrity are able to make student connections and bring subjects alive.Culturally responsive teaching recognizes the importance of including students' cultural references in all aspects of learning, enriching classroom experiences and keeping students engaged.
Corona High School teacher, Marcos Torres, talks about being culturally responsive in his classroom. The principles of culturally responsive teaching abound in Mr.
Diaz's teaching practice in his 4th grade class at Alfred Lima, Sr., Elementary School. Perhaps the best example of his practice is the.
Culturally responsive teaching and learning is a comprehensive pedagogy predicated on the notion that culture directly impacts teaching and learning and plays an essential role in the way we communicate and receive information.
Culture also shapes how we think and process knowledge as individuals and in .
The principles of culturally responsive teaching abound in Mr. Diaz's teaching practice in his 4th grade class at Alfred Lima, Sr., Elementary School. Perhaps the best example of his practice is the.
Culturally responsive teaching is your ability to engage and appeal to all learners in your classroom via unique teaching strategies, even those with distinct backgrounds.
This is much more than simply knowing and understanding the background of your students. Culturally responsive teaching is less about using racial pride as a motivator and more about mimicking the strategies students' communities use to .