The document discusses multicultural and global literacy, emphasizing the importance of diversity, social justice, and understanding global interconnectedness. It outlines the concept of global competence, which enables individuals to effectively navigate and engage with intercultural issues and take responsible action for sustainability. The text also stresses the need for integrating global and intercultural issues into educational curricula and highlights various teaching strategies to foster global citizenship among students.

1. 1
MULTICULTURAL
AND
GLOBAL LITERACY
Presenter:
Uligan, Lyka Jean D.
Tara, Raquel
Valdez, Renzel John
Santos, Ginalyn
De Guzman, Chistian Bienn

2. 2
What is Multicultural Literacy?

3. 3
Multicultural Literacy
Brings attention to diversity, equity and social
justice to foster cultural awareness by
addressing difficult issues like discrimination
and oppresion towars other ethnicities

4. 4
What is Global Literacy?

5. 5
Global Literacy
Is an understanding of how the world is organized and
interconnected. It brings awareness of the possibilities and
contrains facing the world’s people
Global Literacy aims to address issues of:
-Globalization
-Racism
-Diversity
-Social Justice

6. 6
The OECD Global
Competence Framework

7. 7
What is global competence?
Global competence is a multidimensional
capacity. Globally competent individuals
can examine local, global and intercultural
issues, understand and appreciate different
perspectives and world views, interact
successfully and respectfully with others,
and take responsible action toward
sustainability and collective well-being.

8. 8
Why do we need global competence?
To live harmoniously in multicultural communities
To thrive in a changing labour market
To use media platforms effectively and responsibly
To support the Sustainable Development Goals

10. Global competence is a multidimensional capacity. Globally
competent individuals can examine local, global and
intercultural issues, Understand and appreciate different
perspectives and world views, interact successfully and
respectfully with others, and take responsible action toward
sustainability and collective well-being.

11. 1. A cognitive assessment
- Is designed to elicit student’s capacities to
critically examine global issues; recognize outside influences
on perspectives and world view; understand how to
communicate with others in intercultural context; and
identify and compare different courses of action to
address global and intercultural Issues.

12. 2. Background questionnaire
- students will be asked to report how familiar they
are with global issues; how developed their linguistic and
communication skills are; to what extent they hold certain
attitudes, such as respect for people from different cultural
backgrounds; and what opportunities they have at school to
develop global competence.

13. 1. Examine issues of local, Global and culture significance.
2. Understand and appreciate the perspectives and world
views of others.
3. Engage in open, appropriate and effective interactions
across cultures.
4. Take action for collective well-being and sustainable
development.

14. Integrating Global and
intercultural issues on
curriculum

15. 15
Research on global education
tends to focus on social studies
and foreign language classes,
often in the upper grade levels
However, the local, global and
intercultural issues that students
should learn about, in order to
take responsibility for and act
upon them, cut across education
levels and academic disciplines.

16. 16
For global education to
move from abstraction
to action, many
advocates recommend
integrating global
issues and topics into
existing subjects

17. 17
When framing a topic to
explore with students,
teachers may consider
the ways in which this
topic addresses local and
global dynamics, and
how it can enable
students to understand
broad global patterns and
the impact on their local
environment.

18. 18
In order to avoid the risk that global education
becomes a catch-all curriculum where everything fits,
teachers must have clear ideas about the global and
intercultural issues that they want students to reflect
upon. Teachers need to collaboratively research topics
and carefully plan the curriculum,

19. 19
Textbooks and other
instructional materials can also
distort cultural and ethnic
differences.Teachers and their
students should thus critically
analyse their textbook and
teaching resources, and
compensate for inadequacies
when necessary.

20. how important is integrating global and intercultural issues
in curriculum
They suggest that the processes of increased
globalization create new cognitive, attitudinal, and skill
demands, and therefore also create new educational
opportunities for schools and teachers as well as for the
non-formal learning organizations that support them.
20

21. 21
Prepared by:Renzel John P. Valdez
E324
BPED 3

23. 1. Group-based Cooperative Project Work
 This type of group work is formally termed cooperative learning, and is
defined as the instructional use of small groups to promote students
working together to maximize their own and each other’s learning
(Johnson, et al., 2008).
 Cooperative learning is characterized by positive interdependence,
where students perceive that better performance by individuals
produces better performance by the entire group (Johnson, et al.,
2014).
• Informal cooperative learning groups
• Formal cooperative learning groups

24. 2. CLASS DISCUSSION
 Classroom discussion is a practice in which the instructor and
students share views on a specific topic previously lectured.
 Usually, during classroom discussions, the instructor will first
lecture for a certain amount of time. After the lecture ends, the
instructor asks students questions requiring them to answer with
concrete examples and reflect on their understanding of the topic.

25. 3. SERVICE LEARNING
 Service Learning is an educational approach where a student
learns theories in the classroom and at the same time volunteers
with an agency (usually a non-profit or social service group) and
engages in reflection activities to deepen their understanding of
what is being taught.

26. 4. STORY CIRCLE APPROACH
 A Story Circle refers to a group of individuals in a comfortable
social environment sharing personal experiences through stories to
explore problems shared by a community and facilitate artistic
representation of experiences of interest.

27. Christian Bienn De Guzman |4th year

28. Four Dimensions of Global Competence
KNOWLEDGE SKILLS ATTITUDES VALUES

29. ATTITUDES
VALUES

30. The OECD Learning Compass 2030 defines
attitudes and values as:
 The principles and beliefs that influence one’s choices,
judgments, behaviors, and actions on the path towards the
individual, societal and environmental well-being.

31.  The guiding principles that underpin what people believe to
be important when making decisions in all areas of private
and public life. They determine what people will priorities in
making a judgement, and what they will strive for in seeking
improvement. (Haste, 2018)
VALUES

32. The OECD Learning Compass 2030 was co-created by multiple stakeholders as a tool that is globally informed but
locally contextualized. To acknowledge local differences, “values” are classified into four categories:
PERSONAL SOCIAL SOCIETAL HUMAN
VALUES

33. VALUES
 Values go beyond attitudes: they transcend specific objects or situations. They
are more general beliefs about the desirable goals that individuals strive for in
life, reflecting modes of conduct or states of being that an individual finds
preferable to all other alternatives.
 In this way, values serve as standards and criteria that people use both
consciously and unconsciously in their judgements. They have a normative
perscriptive quality about what ought to be done or thought in different
situations. Values therefore motivate certain behaviors and attitudes.

34. Valuing human dignity and diversity
 Valuing human dignity and cultural diversity are important
components of global competency because they serve as crucial
filters through which individuals receive perspectives and decide
how to interact with people and the world. Individuals who nurture
these principles become more conscious of themselves and their
environment, and they are highly motivated to combat exclusion,
ignorance, violence, injustice, and war.

35. An education that promotes valuing dignity,
human rights, and diversity emphasizes:
1. shared commonalities that unite people around the world, rather than the issues
that divide them;
2. provides learning experiences so that students see the world from many
different perspectives, enabling them to examine their own thoughts and beliefs,
and their society’s norms and traditions;
3. encourages people to understand the significance of another person’s
sufferings; and
4. emphasizes the importance of reasoning, careful argument, logical analysis,
self-questioning, the pursuit of truth and objectivity.

36.  Underpinned by values and beliefs and have an influence
on behavior (UNESCO IBE, 2013).
 It reflects a disposition to react to something or someone
positively or negatively and attitudes can vary according to
specific contexts and situations (Haste, 2018).
ATTITUDES

37. ATTITUDES
 Globally competent behavior requires an attitude of openness
towards people from other cultural backgrounds, an attitude of
respect for cultural differences, and an attitude of global
mindedness.
 Such attitudes can be fostered explicitly, through participatory and
learner-centered teaching, as well as implicitly through a
curriculum characterized by fair practices and a welcoming school
climate for all students.

38.  Openness toward people from other cultural backgrounds
involves sensitivity toward, curiosity about and willingness to
engage with other people and other perspectives on the world
ATTITUDE OF OPENNESS
Respect consists of positive regard and esteem for someone or
something based on the judgement that they have intrinsic worth. In this
framework, respect assumes the dignity of all human beings and their
inalienable right to choose their own affiliations, beliefs, opinions or
practices.
ATTITUDE OF RESPECT DIFFERENT CULTURAL
BACKGROUND

39.  Global mindedness is defined as “a worldview in which one sees
oneself as connected to the world community and feels a sense of
responsibility for its members” (Hett cited in Hansen, 2010).
ATTITUDE OF GLOBAL MINDNESS