Section Article

CONSIDERING ALL PERSPECTIVES WHEN TEACHING ABOUT CULTURE
Author(s): Dr. Vinod Mehra

Abstract
Teaching about culture in contemporary educational settings requires an approach that goes beyond static descriptions and embraces the full diversity of human experience. Culture is dynamic multilayered and constantly evolving as individuals and groups interact with social historical linguistic and economic influences. This paper examines the significance of considering multiple perspectives when teaching about culture and argues that inclusive cultural education leads to deeper understanding empathy and intercultural competence. The study analyses how cultural identity is shaped by historical context community narratives linguistic practices digital interactions and social hierarchies. It highlights how traditional cultural teaching often relies on simplified representations that fail to capture internal diversity resulting in stereotypes and limited learning outcomes. By contrast a multidimensional approach that includes marginalized indigenous diasporic and intersectional perspectives allows learners to appreciate cultural complexity. The research also explores barriers within educational institutions such as limited teacher training curriculum constraints linguistic hierarchies and lack of representation. Through a qualitative literature-based methodology the study evaluates significant theoretical frameworks from anthropology sociology education and cultural studies published up to 2018. The findings emphasize that inclusive cultural pedagogy strengthens students’ analytical skills fosters mutual respect and prepares them for global citizenship. Ultimately this paper argues that teaching culture with all perspectives in mind is essential for building equitable reflective and culturally responsive educational environments.