Abstract
The research investigates the effects of interdisciplinary education and critical race theory on community-based interactions in education. The study considers conceptual interpretations to inform the structural assessments, observations, and arguments about them. The investigation informs about the impacts of interdisciplinary education through critical approaches, analyses, and assessments. It was important to know and understand that the learning process must support the learners in the educational environment of the classes. CRT, or critical race theory, supports the values of ethnic and ethnic students for their individual rights in education. A comprehensive environment of the classes should support individuality, identity, and integrity in education. Community-based interactions should support social engagement, involvement, and education norms. As individuals, each student should be given a chance to produce themes that stand for personal identity, individuality, and interactions with the community. The research investigates the impacts of interdisciplinary and critical race theory practices on community-based interactions in education. The solutions are checked in a diverse education environment, and the investigation informs about the solutions to using transparent and individual identification to support the investigation. Individuals also must not reject the importance of the differences between the diverse community members in education. I collect data by interviewing participants to know the process. The research revolves around a qualitative method, ethnography, ethnographic research questions, transcribed semi-structured interviews, and coded transcriptions. The research also investigates the effectiveness of teaching and learning.
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
INTERDISCIPLINARY EDUCATION, COMMUNITY-BASED INTERACTIONS, CRITICAL RACE THEORY, CONCEPTUAL INTERPRETATIONS
