Abstract
The research investigates the integration of the essential works of literacy learning, critical inquiry, and critical race theory to support multimodal literacies in urban education. Critical inquiry can support the process of interpretation, collaboration, and amplification to explain the critical learnings in education. Literacy learning can support the process of teaching and learning by supporting the empirical evidence of social connectivity, social norms, and innovation to support multimodal literacies. Conceptual structures assessments are expected to support equity, equality, and diversity in the multicultural urban environment of education. Cultural heritage is expected to support cultural productivity, identity, and integration. Critical race theory, or CRT, is about supporting an analytical process for the racial inequalities. Conceptual interpretations are expected to support an inductive, inclusive, and engaging environment in the classroom. Urban environment can inform the issues of the people of the larger and diverse community of the country. In the research, an analysis, assessment, and checking of the progress of the learning for the learners will support the multimodal literacies. In the research, ethnography can provide more information about the larger population’s acts, behaviors, and learning in education. The data was collected by interviewing the participants, using a qualitative method, ethnography, ethnographical research questions, coded, and transcribing semi-structured interviews to find the solutions to the issues in the research. The process will inform about the use of methods, themes, and insertion in education. The implications are also discussed 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
LITERACY LEARNING, CRITICAL INQUIRY, MULTIMODEL LITERACIES, URBAN ART EDUCATION
