Educational purposes

2. • Can you tell why you were affected by the picture?
• As a citizen of the Philippines, do you think we
were affected by the COVID-19, in what way?
• Personally, how were you affected by the COVID-
19?
• Do you think people from other parts of the globe
also experience or are also affected by this event?

3. • What do we know about each of the
countries/regions where these objects were made?
• For those not made in the Philippines, why do you
think these objects were made overseas?
• Who profits from these objects being made in
another country but sold here?
• Who suffers?

4. We are connected to each other all over the
world. The ways that we are connected to the
people who make our products (in China,
Taiwan, etc.) is NOT NEW. The reality is that
the world has been connected for a long time.

5. Objectives:
At the end of the lesson, you should be able to develop a
clear and practical understanding of global and
multicultural literacy in the Philippines and their
implications to teaching.

7. Objectives:
At the end of the lesson, you should be able to:
• define globalization;
• identify the objective and subjective domains of
globalization; and
• evaluate the value of globalization literacy.

8. GLOBALIZATION
Anthony Giddens (2007) defines
globalization as "the
intensification of worldwide
social relations which link distant
localities in such a way that local
happenings are shaped by events
occurring many miles away and
vice versa.

9. This means three things such as the following:
• Globalization involves the intensification of
social relations worldwide. Social relations in
the form of interactions, conversations,
expression of emotions, etc. is now possible.
• Globalization links worldwide distant localities.
• Globalization enables events many miles away
to shape local happenings, and vice versa.

10. GLOBAL VILLAGE
People are living in one big global village with
the advent of mass media such as newspapers,
books, radio, television and movies and social
media like Facebook, Instagram, and Twitter,
(Abuso, 2020). They facilitate communications
and interactions virtually.

11. GLOBALIZATION OF IDEAS
Ideas criss-cross from all over the world and
across cultures and races with the use of
smartphones, computers, mp3 players, e-readers
and other technologies (Bretaña, 2020).

12. GLOBAL CITIZENSHIP:
Global citizenship pertains to a person’s regional or national identity,
having the special rights and duties prescribed in a nation’s
government enumerated below (Dupa, 2020: p.12):
1. Respects multiculturalism
2. Realizes that unity and cooperation are the basic features of
global citizens.
3. Is aware that his/her actions affect the world around him/her.
4. Behaves respectively and acts in an emphatic way.
5. Has a teamwork spirit.

13. • 6. Helps other people and appropriates cooperation.
• 7. Takes the responsibility of global issues concerned
with his/her society.
• 8. Knows his/her duties and rights very well.
• 9. Acts as an active member of the society for the sake
of improving it.
• 10. Understands that parts of the world are
interconnected.
• 11. Behaves ethically in all situations.

14. GLOBAL LITERACY

15. GLOBAL LITERACY
• Aims to address issues of globalization, racism,
diversity and social justice (Guo, 2014).
• It requires awareness and action, consistent with a
broad understanding of humanity, the planet, and the
impact of human decision on both.

16. • Aims to empower students with knowledge and
take action to make a positive impact in the world
and their local community (Guo, 2014).
• Global literacy is an understanding of how the
world is organized and interconnected. It
brings awareness of the possibilities and
constraints facing the world’s people.

17. Global literacy is cross-cultural fluency and
responsiveness in understanding, engaging and
communicating in an interconnected world.

18. Students who are globally literate are able to think
critically about the world and the role that they play
in it. These students have an understanding of and
appreciation for the different cultures, customs,
systems and relationships that exist throughout the
world. Globally literate students are empowered to
affect positive change in the world.

19. Ontario Ministry of Education (2015), a global citizen
should display most or all of the following characteristics:
Respect for humans no matter their race, gender,
religion or political perspectives.
Respect for diversity and various perspectives.
Promoting sustainable patterns of living,
consumption, and production.
Appreciate the natural world and demonstrate
respectful towards the rights of all living things.

20. GLOBAL LITERACY ISSUES
While the number of children enrolled in
schools is currently much higher than ever
before but nevertheless, many of today’s youth
remain outside of educational institutions.
Many children lack basic reading and numeracy
skills and there are significant differences both
within and across nations.

21. According to UNESCO, the goal to
increase global education standards by 2030
will most likely not be achieved. Should the
current trend continue, around 30% of
adults and 20% of youngsters in poor
nations will continue to suffer from
illiteracy.

22. How would your life be different if
Globalization hadn't happened?

24. OBJECTIVES:
At the end of the lesson, you should be able to:
a. identify the concepts of multicultural literacy;
b. enumerate the approaches to multicultural
literacy; and
c. integrate globalization and multicultural literacy.

25. Multicultural Literacy
• Consists of the skills and ability to identify the creators of
knowledge and their interests (Banks, 1996).
• To uncover the assumptions of knowledge;
• To view knowledge from diverse ethnic and cultural
perspective, and
• To use knowledge to guided action that will create a humane
and just world (Boutte, 2008).

26. • Brings attention to diversity, equity and social justice
to foster cultural awareness by addressing difficult
issues like discrimination and oppression towards
other ethnicities (Boutte, 2008).
SOCIAL JUSTICE- is the view that everyone
deserves equal economic, political and
social rights and opportunities. It aims
to open doors of access and opportunity
for everyone, particularly those in greatest
need.

27. • According to Boutte (2008) education for
multicultural literacy should help students to
develop the 21st century skills and attitudes that
are needed to become active citizens who will
work towards achieving social justice within our
communities.

28. • Multicultural literacy is both teaching the word
and the world Freire (2005), its people and their
practices and being able to understand and accept
and coexist with different peoples of the globe to
act as responsible citizens in the global village. It
requires the global citizens to balance unity and
diversity, develop cultural, national, and global
identifications, and eventually acquire
multicultural citizenship.

29. • According to Banks (2006: p. 129),
multicultural literacy is a movement designed
to empower all students to become
knowledgeable, caring, and active citizens
in a deeply troubled and ethnically polarized
nation and world.

30. • As diversity grows, there is a need for the
emergence of multicultural education that is
more representative of the students in today’s
classrooms.
–By teaching students to be advocates for
multiculturalism, we are also sending a message of
empathy and tolerance in schools as a need to
develop deeper understanding of others and
appreciation of different cultures (Banks, 2003).

31. With this being said, in order for students to
develop these attitudes and skills, it requires
basic knowledge prior to teaching students how
to question and answer assumptions about
cultural knowledge and how to critique and
critically think about these important cultural
issues, which is what essentially makes
Multicultural Literacy a 21st Century Literacy
(Banks, 2003).

32. FIVE DIMENSIONS OF MULTICULTURAL
LITERACY

33. CONTENT INTEGRATION
It deals with the extent to which teachers use
examples and content from a variety of cultures and
groups to illustrate key concepts, generalizations,
and issues within their subject area or disciplines

34. KNOWLEDGE CONSTRUCTION
PROCESS
It describes how teachers help students to
understand, investigate, and determine how the
biases, frames of reference, and perspectives within
a discipline influence the ways in which knowledge
is constructed within it. Students learn how to
build knowledge themselves in this dimension.

35. PREJUDICE REDUCTION
It describes lessons and activities used by
teachers to help students to develop positive
attitudes toward different racial, ethnic, and
cultural groups. Research indicates that children
come to school with many negative attitudes
toward and misconceptions about different
racial and ethnic groups.

36. Research also indicates that lessons, units, and
teaching materials include content about different
racial and ethnic groups can help students to develop
more positive intergroup attitudes if certain
conditions exist in the teaching situation. These
conditions include positive images of the ethnic
groups in the materials and the use of multiethnic
materials in a consistent and sequential ways.

37. EQUITY PEDAGOGY
It exists when teachers modify their teaching in
ways that will facilitate the academic achievement
of students from diverse racial, cultural, and social
class groups. Research indicates that the academic
achievement is increased when cooperative teaching
activities and strategies , rather than competitive
ones, are used in instruction.

38. EMPOWERING SCHOOL CULTURE AND
SOCIAL STRUCTURE
This dimension is created when the culture and
organization of the school are transformed in ways
that enable students from diverse racial, ethnic, and
gender groups to experience equality and equal
status.

39. How are Multicultural and Global Literacy
INTERCONNECTED?
• Every classroom contains students of different race,
religion, and cultural groups. Students embrace
diverse behaviors, cultural values, patterns of
practice, and communication. Yet they all share one
commonality: their educational opportunity (Guo,
2014).

40. • Teachers should teach their students that other cultures exist
and that these deserve to be acknowledged and respected.
• Integrating a variety of cultural context into lessons and
activities, teaches students to view the world from many
angles, creates a respect for diversity and enables students
to learn exciting information.
• As classrooms become increasingly more diverse, it is
important for educators to acknowledge an address diversity
issues and to integrate multiculturalism information into the
classroom curriculum (Guo, 2014).

41. SUMMARY
Globalization is the intensification of social relationships
between and among nations, whose experiences have been
formed by events that occur in distant places. There are
two characteristics of globalization: the objective and
subjective domains. Nation-states, global village, and
ideas are just a few of the examples of the objective
domains of globalization. On the other hand, global
citizenship is a subjective aspect of globalization

42. SUMMARY:
• Global literacy aims to educate students with issues
of globalization and act proactively on issues of
racism, diversity and social justice.

43. SUMMARY:
• Multicultural literacy is teaching the word and the world. It is a
movement designed to empower all students to become
knowledgeable, caring, and active citizens in a deeply troubled
and ethnically polarized nation and world. The four approaches
of multicultural literacy are contributions approach, additive
approach, transformation approach, and social action approach.
The five dimensions of multicultural literacy are the content
integration, knowledge construction process, prejudice
reduction, equity pedagogy, and empowering school culture
and social structure.

45. Cultural Literacy
• Cultural Literacy is a term coined by Hirsch
(1983), referring to the ability to
understand the signs and symbols of a
given culture and being able to participate
in its activities and customs as opposed to
simple being a passive (and outside)
observer.

46. • The signs and symbols of a culture include
both its formal and informal languages, its
idioms, and forms of expression,
entertainment, values, customs, roles,
traditions, and the like-most of which are
assumed and unstated. Thus, they are learned
by being part of the culture, rather than by any
formal means.

47. Cultural literacy is culture-specific, but it
is not limited to national cultures, contrary
to what many people assume.
CULTURE-SPECIFIC
-Refers to the distinctive qualities
of a particular culture.

48. •The culture of one workplace can
be very different from another,
just as the culture of a particular
school can differ widely from
another school nearby.

49. What is your attitude towards
people who have different culture
from yours?
Why should you respect and
value people who are different
from you?