Theoretical Foundations of Culturally Responsive Teaching and Connections to Saskatchewan Curriculum and Indigenous Education

Abstract

This paper will examine the attributes of culturally responsive teaching (CRT) as well as its theoretical foundations. Gay’s (2018) work describes the eight attributes of CRT as validating, comprehensive and inclusive, multidimensional, empowering, transformative, emancipatory, humanistic, normative, and ethical. After unpacking each attribute, I will present and discuss four dimensions of Gay’s (2018) theoretical foundations of CRT which include culturally diverse curriculum, teacher caring, home and school connection, and academic achievement. Further, I will write about how CRT and the epistemologies of Indigenous education can lead to healthy and transformative spaces for Indigenous students in Saskatchewan public schools. For the purposes of this paper, I define healthy and transformative spaces as spaces where students have their needs met in the four dimensions of spirit, mental, physical, and emotional health. Keywords: Indigenous education; culturally responsive teaching; students; education; healthy and transformative spaces