Abstract
The process of supporting diversity and cultural identity impacts the social contacts of students in their classrooms. Learner diversity informs about the importance of values of distinct cultures, customs, and traditions. To support the critical inquiry, the process of implementation can mobilize the moves and clarify the critical learnings through the conceptual theory of the constructivist learning theory. This conceptual interpretation can support the developmental process for structural assessment, critical inquiry, and diversity in education. The value of social norms, connections, and learning will be explained more. The diverse climate also supports multiculturalism. Supporting multiculturalism, urban art education, and critical race theory also impacts the social contact of students in their classrooms. Individual identity is essential; the issues revolve around separating identities from each other, differences between ethnic groups, and the changes in the values of diverse communities in education. Urban education is about diversity, equity, inclusion, issues, concerns, and the effects of social justice in education. Urban learning informs us about the importance of each ethnic student in the larger cities, the overcrowded classrooms, fewer chances to ask questions in each class, and also fewer chances to get the attention of teachers in each class. The lack of federal, state, and local funding cannot support the learning process in urban education. The lack of trained the teachers affects the progress of students in education. Therefore, to teach students in urban settings, trained and knowledgeable the teachers are needed in the classrooms for students to expand their knowledge 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
Learner Diversity and Identities
KEYWORDS
DIVERSITY, INDIVIDUALITY, ETHNICITY, MULTICULTURALISM, ART EDUCATION, URBAN
