Gay’s definition of culturally responsive teaching goes beyond a recognition of culture to an overarching awareness of any students we teach. I think her characteristics are almost sequential because good teaching begins with an awareness of the various learning styles our students have.
The first step is validation: We validate students’ worth by recognizing that they bring into the classroom a background knowledge that is woven into the tapestry of who they are before we ever attempt to teach them. Lessons that are comprehensive and multidimensional will recognize that there is more to teaching than just the academic expectations and that cross-curricular content helps students make important connections to help them comprehend and retain information. When those steps have been taken, an effective teacher will help all students feel empowered through appropriate support and modeling. That’s what then brings about the change (transformation).
I like the last point: freedom. Too often we build up walls around us, hoping no one will notice our hidden attitudes, fears, and shortcomings. We are afraid to just be ourselves because we worry too much about what others think. Looking at ourselves and others openly, but with respect, causes those walls to fall. When students feel valued and respected, they know they are being accepted by their teachers and peers, and they will be more open to sharing what they know.
