Cultural plunge: a critical approach for multicultural development in teacher education

This report uses qualitative methods to study critically recognized undergraduates and graduate students in teacher education and educational methods designed to promote multicultural understanding. This method, known as "sluggish culture", involves strong engagement with social and cultural environments where student norms are apparently minority. The first encounter followed by personal reflections followed by group and class analysis. The findings show that they are courageous in the face of fear, social criticism and critical reflection, as well as recognition and sympathy for others. Evidence suggests that this approach provides an opportunity for significant growth and multicultural development. However, there is a potential liability related to the use of cultural slump as an educational method, including the possibility to reduce "others". We studied the advantages and limitations in detail, discussed the teacher education theory and the implications of practice.

How teachers define multicultural education reflects her attitude towards multicultural education. Mrs Megan defines multicultural education as a means to help students understand their culture and country and understand similarities and differences. She emphasizes looking at the different aspects rather than negative differences and focusing on similarities rather than differences. I think that all of us is included in multicultural education. It is a similar and different understanding for people. It involves educating people (or young children) about the world we live in and let them recognize that there is no better culture than other cultures.

This report uses qualitative methods to study critically recognized undergraduates and graduate students in teacher education and educational methods designed to promote multicultural understanding. This method, known as "sluggish culture", involves strong engagement with social and cultural environments where student norms are apparently minority. The first encounter followed by personal reflections followed by group and class analysis. The findings show that they are courageous in the face of fear, social criticism and critical reflection, as well as recognition and sympathy for others. Evidence suggests that this approach provides an opportunity for significant growth and multicultural development. However, there is a potential liability related to the use of cultural slump as an educational method, including the possibility to reduce "others".

The development of multicultural education was introduced as a young age to enable children to build a global perspective. Multicultural education can be introduced to children through the practice of critical literacy habits; this will allow children to build a sincere relationship with the world, recognizing multiple perspectives and ideologies . Teachers can ask questions using critical literacy practices and ask them to analyze, ask questions and think about what they are reading. Critical literacy rate means that the teacher transcends mere awareness and respects and generally recognizes the fact that different groups have different values ​​or express similar values ​​in different ways It helps by making it possible. There are three ways to strictly read and write.