Abstract
Multimodality revolves around the educational, communicational, and instructional needs of learners in education. This research investigates the multimodality at the educational, communicational, and instructional levels of learning in education. In the learning process, the investigation will support the importance of using linguistic and communicational approaches to make teaching and learning work in education. Visual art education is associated with visual literacy, visual learning, and visual culture in education. According to Hatfield et al. (2006), “Thoughtful, through an education preparation has the potential to build foundational identities that enable art teachers to move into the real world of their field and identify themselves confidently as art educators and as artists” (p. 43). The research represents a conceptual work to support the multimodality and visual arts practices in urban education. Multicultural students face several problems in urban education. Urban education is about equity, equality, and inclusion to support learners’ equal rights, advantages, and privileges in urban education. CRT, or critical race theory, can support ethnic minority students in education. This research is trifold. The first one is about sharing the details of multimodality. The second one is about the visual arts practices in urban education. The third one concerns the details of the practices through critical race theory in urban education. The research revolves around a qualitative method, ethnography, ethnographical research questions, and transcribed semi-structured interviews.
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
MULTIMODALITY, VISUAL ART, CRITICAL RACE THEORY, URBAN ART EDUCATION
