Multiple Literacies has become a buzzword in language education recently, offering structure and purpose to the sometimes vague aspirations of communicative based courses. Global education shares many of the core values and aims as multiple literacies approaches, with the added dynamic of promoting student inquiry and peace through cultural understanding. In this 3rd year elective course, Global Citizenship, students explore six global issues: Trade; Aid; Peacekeeping; Arms; Terrorism and Human Rights and Responsibilities, and the interconnectedness of these. Each unit encourages inquiry and highlights the part that cultures play in the causes and solutions to these issues. This paper will outline the course design to illustrate how students come to understand the cultural dynamic at play in global issues; how these are both barriers and tools to solving global problems; and most importantly how all cultures and cultural perspectives are valuable aspects of the human condition.

1. GLOBAL LITERACIES IN A
GLOBAL CITIZENSHIP CLASS
Carol Begg, Kanda University of International Studies
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2. Multimodality
Global Education
Course - outline
- flipping
- "hand"
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4. Experiencing
…the known – learners reflect on their own familiar experiences, interests and perspectives.
...the new – learners observe or take part in something that is unfamiliar; they are immersed in
new situations or contents.
Conceptualizing
…by naming – learners group things into categories, apply classifying terms, and define these
terms.
...with theory – learners make generalisations using concepts, and connect terms in concept
maps or theories.
Analyzing
...functionally – learners analyse logical connections, cause and effect, structure and function.
...critically – learners evaluate their own and other people’s perspectives, interests and
motives.
Applying
…appropriately – learners apply new learning to real world situations and test their validity.
...creatively – learners make an intervention in the world which is innovative and creative, or
transfer their learning to a different context.
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5. Climate
Enquiry
Voice
Attention
Acknowledgement
Direct experience
Study
"Encourage Curiosity"
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Principles
Action
Informed
Personal
Ideology
Personal reflection
& choice
"Resist on a
local level"

6. COURSE AIMS
Encourage curiosity - help learners explore ALL aspects of the
issue
Encourage Global Citizenship - resistance at the local level,
reflect on personal choices and actions
Improve critical thinking, presentation, research, analytical skills
Expose learners to a variety of texts, perspectives
Give learners tools to process complex issues
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7. Oral
Written
Visual
Multimodality
Tactile
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Spatial
Gestural
Aural

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9. 聴
– To listen
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10. “Multicultural man is a person who is intellectually and
emotionally committed to the fundamental unity of all human
beings while at the same time he recognizes, legitimizes, accepts
and appreciates the fundamental differences that lie between
people from different cultures… [M]ulticultural man is
recognized by the configuration of his outlooks and world views,
by the way he remains open to the outlooks and world views, by
the way he remains open to the imminence of experience. ”
–Adler 1976:36
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11. Climate /
Enquiry /
Experiencing Conceptualising
Trade
Trade game
PeaceQuestionnaire
keeping
Poverty
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Word, image
association
Principles /
Analysing
Action /
Applying
Changing
Research the life What is the
buying habits;
cycle of a
"cost" of each
gave a
product
item? DCR
seminar
Video clips
UN Principles:
Began a blog;
'successful' &
family
'unsuccessful'
discussions
Class Debate
Lecture - info
graphics cartoons flipped input
...? Written
TED Talks, Kiva
reflections &
loans
presentations

12. EISOGLOBALCITIZENSHIP.
WEEBLY.COM
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