Multicultural narratives of this concept are characterized as vignettes or short contextual analyzes highlighting at least one multicultural topic or issue (Seguin and Ambrosio, 2012). The use of vignettes or short contextual inquiries as pedagogy is as old as ancient storytelling and has been used effectively in business, law and medical schools; Regardless, their applications in teacher education, and particularly in multicultural education, are still relatively new (Gartland and Field, 2014). Although deliberate study of the impacts of using multicultural accounts in pre-service teacher education is limited, a few late reviews have expressed our thoughts on this potentially intense pedagogy. Clark and Medina (2010) explained that reading and writing about education enabled pre-service teachers to broaden their basic and multicultural understanding of competence, to demystify stereotypical, overwhelming and summary discourses on minority students, and to overcome any barriers between individual stories and multicultural assumptions. .Say no to plagiarism. Get a tailor-made essay on 'Why violent video games should not be banned'? Get the original essay Milner (2017) found that race-related narratives changed pre-service teachers' reasoning about prejudice and segregation racial, moving from a place of obstruction and dismissal to one of sympathy, understanding and recognition of its inevitability and prevalence. Why are multicultural stories a significant enrichment of teachers’ classroom methodologies collections? In Dewey's (2008) emphasis on the nature of encounters to encourage the development of significance in people's advancement, he emphasized that teachers should carefully choose encounters that are educational, important, and enormous. An educational narrative should tell a story and contain feeling-filled, practical and hypothetical depictions of a circumstance, which opens a meaningful avenue for enhancing and sharing educational learning in context (Dolk et sanctum Hertog, 2008). Similarly, Dewey encouraged teachers to pay particular attention to the arrangement of "persevering states of mind, of different preferences" and asserted that "these behaviors are, in a general sense, what will be verified later" . We believe that thinking about multicultural histories aligns with Dewey’s vision. representation of an “educational experience” since narratives cultivate inspiring dispositions in the midst of disappointment and help pre-service teachers create hypothesis-driven and competent abilities to deal with rehashing or developing problems (Gartland and Field, 2014). Phelan (2012) characterizes practical thinking as “teachers’ ability to recognize details and make judgments about appropriate behavior in various circumstances and contexts.” She argues that pragmatic thinking is to a large extent ignored in current results-oriented, government-mandated educational modules, but that down-to-earth thinking is regularly more vital than propositional learning summarized when teachers are facing moral dilemmas in educational contexts. mind: this is just a sample. Get a personalized article from our expert writers now. Get a Personalized Essay The vulnerability reflected in valid accounts allows pre-service teachers to measure the.