Abstract:

This study discussed the multicultural educational policies and teaching education in Sweden, Canada and Australia from the multicultural countries. The research is an imaginary study and the research has scaned scientific articles on the subject and online websites. The data was collected under the headlines of Sweden, Canada and Australia and the information obtained under the research was transmitted by the organization. The findings related to the multicultural education policies and multicultural teaching education of these three countries have been combined in the discussion section, comments have been made and attempts to reach generalizations. From all this information, it can be said that although Sweden, which has the characteristic of being a multicultural society, has officially accepted and included its multiculturality in its educational faculty programs, there are a number of errors in its practices. In Canada, the multicultural educational policies have been officially adopted and spread with various documents and reports. However, the multicultural educational courses in the educational faculty could only be included as a selective course, and from the point of view of the teachers in the field, only the managers and teachers who adopt multiculturalism have shown a tendency in this direction. Although Australia has begun to follow the multicultural policies since the 1970s and is also providing multicultural education as a lesson in its educational faculty, it is one of the countries with difficulties in the implementation of multicultural education due to the fact that teachers feel insufficient, or because of some difficulties in practice.  Three countries with the ability to be multicultural have officially and legally adopted multiculturalism, developing educational policies in this context. However, due to some of the reasons mentioned in the studies, there have been disadvantages in the multicultural educational practices in three countries.

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