Abstract
Teachers can echo the ethnic diversity of students in simulation trips to achieve an appreciation of globally indigenous education practices for future teachers. This article explores the three methods of achieving this, consisting of technology, acting out, and simulated trips, as they may be used by teachers to blend the more salient characteristics of various cultures into the existing curriculum without jeopardizing the intended student learning outcomes. The most likely result of using these methods will be to enrich the standard curriculum, accomplished through the use of technology and acting-out activities. Technically, this involves applying critical hermeneutics to globally indigenous education, but in this article the author will simply refer to it informally as a pedagogical awareness of ‘collective individual differences' in the teaching-learning process. This application works at all levels: elementary, secondary, and university level.