Abstract
The research investigates the effects of culturally responsive pedagogy, or CRP, through ethnography, epistemology, and ontology in education. The research explores the impact by checking the interpretations of the assessments, observations, and arguments about each part of them. The research also investigates the effects of each part on teaching and learning. Critical race theory, or CRT, helps in finding solutions to the problems of cultural identities, cultural accentuates, and CRP to support cultural heritage. The research informs more about CRP through cultural receptiveness, cultural resistance, and cultural reliability. Ethnography educates and informs more about the learners through the use of expressiveness, assertiveness, and creativity in education. Expressiveness will inform more about the use of different themes to create the artworks of learners. Assertiveness will inform more about the use of other ways to make meaningful artworks in education. Creativeness should be able to inform about the aesthetics, creativity, and artistic mindedness of learners. Epistemology will inform that the dimensions, use of materials, and methods can inform about the inspirations and the use of ways to incorporate the inspiration in art production. Ontology will inform about the importance of learners through cultural identity, cultural immersion, and cultural antiquity. Data collection is via interviewing my participants to know the process. The research revolves around a qualitative method, ethnography, ethnographic research questions, transcribed semi-structured interviews, and coded transcriptions to support CRT, ethnography, epistemology, and ontology through CRT in education.
Presenters
Zartasha ShahStudent, Ph.D., Curriculum and Instruction, University of Houston, Texas, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
CULTURALLY RESPONSIVE TEACHING, ETHNOGRAPHY, EPISTEMOLOGY, ONTOLOGY, CRITICAL RACE THEORY
