Chapter-2-EDUC -109-Group 1 - globa.pptx

1. GLOBALIZATIO
N AND
CULTURAL AND
MULTICULTURA
L LITERACIES
C A P U N P O N
H A N D A
L U S T R E
M A G B O J O S
V I L L A N U E V A
CHAPTER 2

2. Objectives
At the end of this chapter, you should be able to develop a
clear and practical understanding of the following:
• Globalization and its implications on both the national and
individual level;
• Cultural and multicultural literacy in the Philippines; and
• One’s personal level of cultural and multicultural literacy.

3. What is
Globalization
?

4. What is
Globalization?
• Globalization is the process of interaction and
integration between people, business entities,
governments, and cultures from other nations, driven
by international trade and investment and support
by information technology (Levin Institute, 2017).
• Globalization as a phenomenon is not new.

5. What is
Globalization?
• Nations and cultures have been interacting and
integrating with one another for millenia.
• Globalization is happening, its overall scope, and its
effects on the lives of ordinary people.
• Globalization and its effect are inescapable.

6. The Effects
of
Globalization

7. Effects of
Globalization
The effects of globalization are multi-dimensional. As
shown earlier, they range from economic to cultural, on
both national and individual levels.
Meyer (2000) summarizes the effects of globalization as
follows:
• economic, political, and military dependence and
interdependence between nations;

8. Effects of
Globalization
• expanded flow of individual people among societies;
• interdependence of expressive culture among
nations; and
• expanded flow of instrumental culture around the
world.

9. Economic Dependence/Interdependence
• When the term globalization entered the Philippine
public mindset in the early 90s, it was popularly
understood to be a mainly economic phenomenon,
and a negative one at that.
• By attracting Foreign Direct Investment (FDI), new
technologies, employment opportunities, and money
have come into the country.

10. • Kentor (2001) notes that foreign capital dependence
increases income inequality in four (4) ways;
(1.) It creates a small, highly paid class of elites to
manage these investments, who create many but
usually low-pay jobs;
Economic Dependence/Interdependence

11. Economic Dependence/Interdependence

12. (2.) Profits from these investments are repatriated,
rather than invested in the host country, therefore
inhibiting domestic capital formation;
(3.) Foreign capital penetration tends to concentrate
land ownership among the very rich;
Economic Dependence/Interdependence

13. (4.) Host countries tend to create political and economic
climates favorable to foreign capital that in turn, limit
domestic labor’s ability to obtain better wages.
“The rich become richer, the poor become poorer.”
Economic Dependence/Interdependence

14. Hout (1980) observes that international dependence
tends to supress adult wages, which in turn perpetuates
the role of children as economic necessities (the familiar
saying, “Kapag maraming anak, maraming katulong sa
hanapbuhay”), leading to explosive population growth.
Economic Dependence/Interdependence

15. A survey conducted in late 2018 found that three in five Filipinos
believe that the United States would intervene on behalf of the
country in case of war (Viray, 2018). Despite the current
conservative stance of the US on its foreign policies, this can be
taken as evidence of the Philippine’ dependence on both the
political and military power of the US in order to maintain
sovereignty as a nation-statein the Southeast Asia region.
Political and Military Dependence /
Interdependence

16. There are some forms of economic dependence /
interdependence, political dependence / interdependence is
not far behind, as the participating nations strive to protect their
investments and interest in one another.
Political and Military Dependence /
Interdependence

17. Expressive culture, as the term suggests, deals with how
a particular culture expresses itself in its language,
music, arts, and the like. Globalization encourages the
monetization of these cultural artifacts and their import/
export among participating cultures; the increased
consumption of which changes the consuming culture.
Expanded Flow of Expressive and
Instrumental Culture

18. Instrumental culture refers to “common models of
social order” (Meyer, 2000) - that is, models or ways of
thinking about and enacting national identity, nation-
state policies both domestic and foreign, soci-economic
development, human rights, education, and social
progress.
Expanded Flow of Expressive and
Instrumental Culture

19. The Philippine Statistic Authority (PSA) estimates that
there were 2.3 million Overseas Filipino Worker (OFWs)
during the period of April to September 2017, who were
responsible for up to 205.2 billion pesos in remittances
(Philippine Statistics Authority 2018).
Expanded Flow of People among Societies

20. Meyer (2000) observes three reasons for this; socio-
economic migration, political expulsion, and
travel/tourism.
• Socio-economic migration explains the Philippines’
OFW phenomenon. Filipino travel abroad to find
better economic opportunities for themselves and
their families for lack of said opportunities here.
Expanded Flow of People among Societies

21. • Political expulsion has more to do with trying to
escape the political climate of a particular country,
thereby forcing an individual to seek asylum (and
ultimately, resettlement) in another more favorable
country.
Expanded Flow of People among Societies

22. • Travel for the sake of leisure (i.e., tourism) is a strong
indicator of economic development as more and
more Filipinos are able to finance short-term travels
abroad, fueled by curiosity that is fed by social
media and enabled by globalization.
Expanded Flow of People among Societies

23. CULTURAL
LITERACY

24. 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 opposes to simply being
a passive (and outside) observer.
Cultural Literacy

25. The signs and symbols of culture include both its formal
and informal languages, its idioms and form 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.
Cultural Literacy

26. Cultural literacy is culture-specific, but it is not limited
to national cultures, contrary to what many people
assumes. 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.
Cultural Literacy

27. There are far too many cultures for any one person to be
literate in all of them. As more and more Filipinos travel -
both domestically and abroad - as the result of
globalization and the increased opportunities it brings,
the need to develop new cultural literacies comes to the
fore.
Cultural Literacy

28. • The National Commission for Culture and the Arts
(NCCA) is the government body tasked with the
documentation, preservation, and dissemination of
Philippine culture, both locally and abroad.
Cultural Literacy in the Philippines

29. • Part of how the NCCA is addressing this and related
matters is through the establishment of the
Philippine Cultural Education Program (PCEP), which
“envisions a nation of culturally literate and
empowered Filipinos” (NCCA, 2015).
Cultural Literacy in the Philippines

30. • The PCEP held national consultative meetings,
conferences, workshops, art camps, and festivals on
culture-based teaching and good governance from
2003 to 2007.
Cultural Literacy in the Philippines

31. • PCEP has been designated as the body, together with
the Department of Education (DepEd), tasked to
“formulate the cultural heritage education programs
both for local and overseas Filipinos” that are to be
an integral part of Philippine education in all its
aspects.
Cultural Literacy in the Philippines

32. • Cultural education – and thus cultural literacy – in
the Philippines is a quite challenge, given that
Philippine culture is a complex blend of many
indigenous and colonial cultures and varies widely
across regions, and the average citizen is almost as
ignorant of other Philippine cultures as foreigners are.
“What makes something or someone ‘Filipino’?”
Cultural Literacy in the Philippines

33. What makes a person Filipino? If a person
has Filipino parents but is born in another
country, is he/she still a Filipino? What
about if a person with foreign parents is
born and raised in the Philippines, is
he/she Filipino?
Reflective Question

34. • De Leon (2011) argues that this is in part due to a
colonial mindset among Filipino artists that inhibits
the full development and realization of Filipino artistic
creativity – a kind of artistic and cultural creativity
that is fully Filipino.
Cultural Literacy in the Philippines

35. • De Leon (2011) coins this propensity for Filipinos to
look at their culture and themselves through Western
lenses as the Dona Victorina Syndrome, anything
and everything natively a kind of inferiority complex
wherein anything and everything natively Filipino is
considered by the Filipinos themselves as being
inferior, backward, and worthless in comparison to
their Western counterparts.
Cultural Literacy in the Philippines

36. • For De Leon, it is excellence in the arts – via an
expression that is truly Filipino – that can form the
core of national unity. Of course, this remains to be
seen.
Cultural Literacy in the Philippines

37. Challenges for
Cultural Literacy in
the Philippines

38. As Applebee (1987) observes, interesting discussions on
cultural literacy give rise to some very difficult questions
which are particularly important to a multicultural and
multilingual nation like the Philippines.
• What kinds of knowledge constitute cultural literacy?
Is it knowing facts, names, and dates, or is it
something more experiential like being familiar with
a story or a particular song?

39. • If a culture is more “caught than taught,” should
cultural literacy be one of the goals of education? If
yes, how does one teach it?
• Whose cultures must we be literate in to be
considered “culturally literate”? Who decides which
cultures are included and which ones are excluded,
and on what bases?

40. • Is cultural literacy education simply a means for the
dominant culture to express its dominant over
minority culture?
• How is cultural literacy to be assessed and evaluated?
How can we know someone is “culturally literate”?

41. MULTICULTURAL
LITERACY

42. Haha dito

43. Haha dito

44. Haha dito

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46. Haha dito