Rani is from Delhi. She has taken admission in a school in Assam. In the final exams, she faces difficulty in writing a composition on 'Bihu'. The most probable reason for Rani's problem is that

‘Cultural discontinuity can be used as an analytic or theoretical tool to explain educational practices that demonstrated such disconnections and inconsistencies. School-based norms and values are socially and culturally constructed by people, such as teachers and administrators, and these constructions sometimes conflict with those of the student. Teachers and students’ cultural identities, insights, and perspectives inform how they understand, relate to, see, and experience the world and relate to others. The major differences in school experiences between certain groups can be explained by the continuity and discontinuity between home and school. Rani is from Delhi. She has taken admission in a school in Assam. In the final exams, she faces difficulty in writing a composition on 'Bihu'. The most probable reason for Rani's problem is that there is a discontinuity between her home environment and the school curriculum. Cultural gap between the school and family not only as an indication of diversity to be exploited, but also as a constructive zone enabling the development of the child and the systems that surround them. Discontinuity between her home environment and the school curriculum will creates learning difficulties among the students, they have to suffer a lot if they will not resolve earlier. The school should run fruitful practices for those students who migrate from one place to another place, so the migration will not hinder their learning. Hence, we can conclude that discontinuity between her home environment and the school curriculum problem faced by Rani.