Editing Cultural identity (section)

==Education==
Cultural identity is often not discussed in the classroom or learning environment where an instructor presides over the class. This often happens when the instructor attempts to discuss cultural identity and the issues that come with it in the classroom and is met with disagreement and cannot make forward progress in the conversation. Moreover, not talking about cultural identity can lead to issues such as prohibiting growth of education, development of a sense of self, and social competency. In these environments there are often many different cultures and problems can occur due to different worldviews that prevent others from being able to think outwardly about their peers' values and differing backgrounds. If students are able to think outwardly, then they can not only better connect with their peers, but also further develop their own worldview. In addition to this, instructors should take into account the needs of different students' backgrounds in order to best relay the material in a way that engages the student.<ref>{{Cite journal |last=Altugan |first=Arzu Sosyal |date=May 2015 |title=The Relationship Between Cultural Identity and Learning |journal=Procedia - Social and Behavioral Sciences |language=en |volume=186 |pages=1159–1162 |doi=10.1016/j.sbspro.2015.04.161 |issn=1877-0428|doi-access=free }}</ref>

When students learn that knowledge and truth are relevant to each person, that instructors do not know everything, and that their own personal experiences dictate what they believe they can better contextualize new information using their own experiences as well as taking into account the different cultural experiences of others. This in turn increases the ability to critically think and challenge new information which benefits all students learning in a classroom setting. There are two ways instructors can better elicit this response from their students through active communication of cultural identity. The first is by having students engage in class discussion with their peers. Doing so creates community and allows for students to share their knowledge as well as question their peers and instructors, thereby, learning about each other's cultural identity and creating acceptance of differing worldviews in the classroom. The second way is by using active learning methods such as "forming small groups and analyzing case studies". Through engaging in active learning students learn that their cultural identity is welcomed and accepted.<ref>{{Cite journal |last=Ortiz |first=Anna M. |date=2000 |title=Expressing Cultural Identity in the Learning Community: Opportunities and Challenges |url=https://onlinelibrary.wiley.com/doi/epdf/10.1002/tl.8207?saml_referrer |journal=New Directions for Teaching and Learning |volume=2000 |issue=82 |pages=67–79 |doi=10.1002/tl.8207 |issn=0271-0633|url-access=subscription }}</ref>