answers through inquiry, and embrace a mindset of social justice. All of which are the key components of constructivism. James Scheurich believes culturally relevant pedagogy has a significant importance on our youth because it benefits students no matter what the ethnic background or culture of the students. He explained how the success of the nation is in the hands of children and in a society where students of color will no longer be the minority and how teachers must teach to their audience in order for students to be successful. Characteristics A number of authors, including Gay and Lipman have identified characteristics of culturally responsive teaching. These characteristics are: Validating and Affirming: Culturally responsive teaching is validating and affirming because it acknowledges the strengths of students' diverse heritages. Comprehensive: Culturally responsive teaching is comprehensive because it uses "cultural resources to teach knowledge, skills, values, and attitudes". Multidimensional: Culturally responsive teaching encompasses many areas and applies multicultural theory to the classroom environment, teaching methods, and evaluation. Liberating: Culturally responsive teachers liberate students. Empowering: Culturally responsive teaching empower students, giving them opportunities to excel in the classroom and beyond. "Empowerment translates into academic competence, personal confidence, courage, and the will to act". Transformative: Culturally responsive teaching is transformative because educators and their students must often defy educational traditions and the status quo. In the context of British university business schools, in 2013, Jabbar and Hardaker proposed a five pillar framework that is designed to support academics in understanding the pertinent aspects of developing pedagogy for students from culturally and ethnically diverse backgrounds in UK Higher Education. Principles of culturally relevant pedagogy Principles of culturally relevant pedagogy (CRP) include: Identity Development: 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. It is critical for the student-teacher connection when implementing Culturally Relevant Pedagogy. Equity and Excellence: Within this principle the following concepts are addressed: "dispositions, incorporation of multicultural curriculum content, equal access, and high expectations". The integration of excellence and equity in CRP is predicated upon establishing a curriculum that is inclusive of students' cultural experiences, and setting high expectations for the students to reach. Developmental Appropriateness: Several concepts collectively define Developmental Appropriateness within the context of CRP. These