Culturally Responsive Teaching. Theory, Research and Practice. by Geneva Gay

Anneliese Gray C3081771

Week 6

Role 4 Integrator

Culturally Responsive Teaching. Theory, Research and Practice. By Geneva Gay

- Teachers should understand that all students are different and the students’ cultural heritage can be incorrectly perceived. For example a teacher asking an Indian student to make direct eye contact could make that student uncomfortable as this sign of attentiveness for the teacher may be perceived as staring which is a social taboo for the Indian student.

- Teachers should be aware that there are many different but equally legitimate and effective approaches to teaching and learning.

- Teachers should learn about the cultural differences of their students’ and capitalise them as a resource, rather than disregarding the differences.

- Teaching cultural diversity offers intellectual and psychological benefits for all students and helps to circumvent dangers by not homogenizing diverse peoples.

- Culturally responsive teaching is using cultural knowledge, prior experiences and performance styles to make learning more relevant. It teachers to and through the strengths of the students and is culturally validating and affirming.

Syllabus links:

CUES1 Communicates some common characteristics that all people share, as well as some of the differences

CUS1.3 Identifies customs, practices, symbols, languages and traditions of their family and other families

CUS2.3 Explains how shared customes, practices, symbols, languages and traditions in communities contribute to Australian and community identities.

CUS3.3 Describes cultural influences and their contribution to Australian identities.

CUS1.4 Describes the cultural, linguistic and religious practices of their family, their community and other communities.

CUS2.4 Describes different viewpoints, ways of living, languages and belief systems in a variety of communities

CUS3.4 Explains how cultures change through interactions with other cultures and the environment.

Reconceptualising our cultural maps: Teaching for Cross Cultural Understanding through the studies of Asia by Dr Deborah Henderson

-Students need to be culturally mature and be able to understand and appreciate at least one other culture and be able to imagine with some accuracy how others view their world (develop an intercultural perspective).

-Principles of intercultural studies (a) we do things our way and others do things their way (b)developing awareness skills (looking and listening, interacting with others (c) undertaking studies of other cultures.

- Teaching different cultures promotes sets of shared values and understandings which promote a more sustainable global community.

-Students need to be made aware that cultural ‘difference’ must be maintained and respected for its distinctiveness.

-Cultural learnings should foster a socially critical perspective in students by providing them with the concepts, models and theories to work as active citizens

-The forces of globalisation will force Australia to increasingly interact with the countries of Asia.

-The challenge is to ensure students has the knowledge and understanding to get on with global neighbours to solve problems and build a shared prosperous future.