Abstract
Multicultural students often face several problems in urban art education. Social interactions, collaboration, and cultural integration support cultural awareness, cultural reproductivity, and cultural identity in multiculturalism. The research reviews the details of the impacts of inspiration, interpretations, and interpersonal strategies on learners in education. Multiculturalism is expected to support each individual’s identification so they can collaborate, cooperate, and communicate with each other. In a multicultural environment, social norms can support the educational comprehensive, and the inductive environments of the country. The majority of the teachers are not bilingual, and the learning abilities and understanding of the cultures of the other ethnic students make teaching more effective for the teachers in education. Social dimensions revolve around social identification, social interactions, and social norms. Social identification is expected to support different methods of teaching to make the teachings work for each individual’s cultural heritage as a personal identification. The essential parts of lived experiences, observation, and inspiration should support the collaboration with fellow artists and their teamwork. Language barriers affect communicational skills, and this issue impacts learners’ social, cultural, and educational contacts with other students. Lacking resources and financial funding impacts the academics of students in urban art education. I collect data by interviewing participants and using a qualitative method, ethnography, ethnographic research questions, transcribed semi-structured interviews, and coded transcriptions also support the process for this purpose. The implications provide the details of the entire process at the end.
Presenters
Zartasha ShahArtist and a researcher, Art Education & Education, Self-Employment, Texas, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
COLLABORATION, MULTICULTURALISM, SOCIAL INTERACTIONS, URBAN ART EDUCATION