Challenge of Defining a Single Muliticultural Education

Challenge of Defining a Single "Multicultural Education" As mentioned in the first paragraph of this article, "Multicultural education has changed, focused, redefined, and evolved in both theory and practice I did it. " to change. Culture changes every day. The way we change our society is not our own hands but our own hands. Multicultural education is as simple as changing a curriculum and you can add new and diverse teaching materials (paragraph 2).

This paper outlines the educational challenges in emergency situations and long-term crisis, first explains the three main problems of how to identify problems, the number and location of affected people, and the impact of crisis on education I will. Later, we will continue discussing the response architecture and see who is providing the education, how to coordinate, how to evaluate and plan, and related costs and financing. Finally, this paper identifies large gaps and suggests actions to deal with them. There is a relatively broad scope and understanding of what constitutes "emergency education" 1. This term is often used as a comprehensive term, but other expressions may be used according to priorities such as humanitarian response education, long-term crisis (DFID, 2015). ), Or vulnerable background (GPE, 2015a). Here we use the term "emergencies and events in the long-term crisis", sometimes shortening "crisis education" and emphasizing the essence of direct and ongoing tasks.

Various stakeholders are causing major adjustment issues and emergency education is mainly through the long-term composite crisis including the IASC education cluster, the UNHCR refugee crisis, and the regional education groups including these It has been dealt with. Next to these institutions, the Global Education Partnership (GPE) and Inter-Ministerial Emergency Education Network (INEE) also play an important role, but in linking actors, developing and sharing good practices It plays a very different role. Role In these complexities, especially the gap between humanitarian and development domains, the linkage between these groups is limited.

Coaching said, "A service provision model that uses two teachers, a general education teacher and a special education teacher, to plan and provide content for learners in different groups in the classroom and evaluate progress" (Cook & Friend, 1995)) Cooperative education is a method that includes teacher planning of general education and regular education, provision of education, and evaluation of student progress (Cook & Friend, 1995, unfortunately these " Boredom "and" hatred "teachers, but what is the reason for doing this kind of behavior by the teacher so that they treat the students as unprofessional or seemingly annoying? Teachers go to work and work everyday to do this, they only teach what they teach every day, even their students just to earn salary.