"Culture is central to learning. It plays a role not only in communicating and receiving information, but also in shaping the thinking process of groups and individuals” – Gloria Ladson-Billings
Dr. Geneva Gay defines culturally responsive teaching as using the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective for them; it teaches to and through the strengths of these students. Gay also describes culturally responsive teaching as having these characteristics:
These conditions are essential to developing intrinsic motivation. They are sensitive to cultural differences. They work in concert as they influence students and teachers, and they happen in a moment as well as over a period of time.
Craig, A. & Ginsberg, M. (2007, March). Lessons at the kitchen table. Educational Leadership, 64(6), 56-61.
Gay, G. (2010). Culturally responsive teaching (2nd ed.). New York: Teachers College Press.
Ginsberg, M., & Wlodkowski, R. (2000). Creating highly motivating classrooms: A school wide approach to powerful teaching with diverse learners. San Francisco: Jossey-Bass.
Gonzales, N., Moll, L., & Amanti, C. (Eds.) (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.
Wlodkowski, R. J., & Ginsberg, M. B. (1995). A framework for culturally responsive teaching. Educational Leader- ship, 53(1), 17-21.