Multicultural

1. MULTICULTURALAND
GLOBAL LITERACY
MODULE 5

2. QUESTIONS:
1. What makes a person a 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 born and raised in
the Philippines, is he/she Filipino?

3. QUESTIONS:
2. Consider regional discrimination in the
Philippines: If a woman speaks Cebuano or
Bisaya in Manila, she is assumed to be a maid
or yaya; If a man speaks Tagalog with a heavy,
provincial accent, he is often assumed to be a
laborer, driver, or involved in some form of
manual or servile labor. What are your own
discriminatory practices?

4. QUESTIONS:
3. What skills and knowledge do you need to
improve in to become multiculturally literate?

5. QUESTIONS:
4. What do you understand by cultural
diversity?
5. What is your stand on global cultural
conflict? How does it impact on social,
economic and political aspects of the country
and its interralations with other nations?

6. Multicultural Literacy
Multicultural Literacy consists of the skills and
ability to identify the creator of knowledge and their
interests to reveal the assumptions of knowledge, to
view knowledge form diverse ethnic and cultural
perspective, and to use knowledge to guide action that
will create a humane and just world (Boutte, 2008).

7. 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 toward achieving social justice within
communities.

8. According to Banks (2003), teaching students to be
advocates of multiculturalism is also a matter of sending a
message of empathy and tolerance in schools to develop a
deeper understanding of others and appreciation of different
cultures.

9. Global Literacy
Global Literacy aims to address issues of globalization,
racism, diversity and social justice. It requires awareness and
action, consistent with broad understanding of humanity, the
planet, and the impact of human decision on both. It also aims
to empower students with knowledge and take action to make
a positive impact in the world and their local community
(Guo, 2014).

10. According to the Ontario Ministry of Education (2015), a
global citizen should possess the following characteristics:
(1)respect for humans regardless of race, gender, religion or
political perspective;
(2) respect for diversity and various perspectives;
(3) promote sustainable patterns of living, consumption, and
production; and
(4) appreciate the natural world and demonstrate respect on
the rights of all living things.

12. Global Competence
Global competence is a multidimensional capacity. Therefore,
globally competent individuals can analyze and rationalize local,
global and intercultural issues, understand and appreciate
different perspective and worldviews, interact successfully and
respectfully with others, and take responsibility action toward
sustainability and collective well-being.

13. Global competence refers to skills, value and behaviors that
prepare young people to thrive in a diverse, interconnected and
rapidly changing world. It is the ability to become engaged
citizens and collaborative problem solvers who are ready for the
workforce.

14. • Provide opportunities to critically examine global
developments that are significant to both the world and to their
own lives.
Promoting global competence in schools.
• Teach students how to critically, effectively and responsibly
use digital information and social media platforms.
• Encourage intercultural sensitivity and respect by allowing
students to engage in experiences that foster an appreciation
for diverse peoples, language and cultures
• Enhance students ability to understand their place in the
community and world and improve such ability to make
judgements and take action.

15. 1. To live harmoniously in multicultural communities. Education
for global competence can promote cultural awareness and
purposeful interactions in increasingly diverse societies (Brubacker
and Laitin, 1998; Kymlicka, 1995; Sen, 2007).
The need for Global Competence:
2. To thrive in a changing labor market. Education for global
competence can boost employability through effective
communication and appropriate behavior within diverse teams
using technology in accessing and connecting to the world (British
Council, 2013).

16. 3. To use media platforms effectively and responsibly. Radical
transformation in digital technologies have shaped young people’s
outlook on the world, their interaction with others and their
perception of themselves.
The need for Global Competence:
4. To support the sustainable development goals. Education for
global competence can help from new generations who care about
global issues and engage in social, political, economic and
environmental discussion.

17. Dimensions of Global Competence:
Implementation to Education:
Education for global competence is founded on the ideas
of different models of global education, such as intercultural
education, global citizenship education and for democratic
citizenship (UNESCO, 2014a; Council of Europe, 2016a).

18. Dimensions of Global Competence
Dimension 1: Examine issues of local, global and cultural
significance.
It refers to globally people’s practices of effectively
utilizing knowledge about the world and critical reasoning
in forming their own opinion about a global issue.

19. Dimensions of Global Competence
Dimension 2: Understand and appreciate the perspective
and world views of others
Globally people are willing and capable of considering
other people’s perspectives and behaviors from multiple
viewpoints to examine their own assumptions.

20. Dimensions of Global Competence
Dimension 3: Engage in open, appropriate and effective
interactions across cultures.
It describes a globally competent individuals can do when
they interact with people from different cultures. They
understand the cultural norms, interactive styles and degrees
of formality of intercultural contexts, and they can flexibly
adapt their behavior and communication manner through
respectful dialog even with marginalized groups.

21. Dimensions of Global Competence
Dimension 4: Take action for collective well-being and
sustainable development
It focuses on young peoples’s role as active and responsible
members of society and refers to individual’s readiness to
respond to a given local, global or intercultural issue or
situation.

22. Assessment Strategy for global competence
1. A cognitive test exclusively focused on the construct of
“global understanding”
2. A set of questionnaire items collecting self-reported
information on students’ awareness on global issues and
cultures, skills (both cognitive and social) and attitudes, as
well as information from schools and teachers on activities
that promote global competence

23. Curriculum for global competence
The curriculum should focus on four knowledge domains:
1. Culture and intercultural relations
2. Socio-economic development and interdependence
3. Environmental sustainability
4. Global institutions, conflicts and human rights

24. Skills to understand the world and to take action
Global competence builds on specific cognitive,
communication and socio-emotional skills. Effective education
for global competence give students the opportunity to
mobilize and use their knowledge, attitudes, skills and values
together while sharing ideas on global issues in and outside of
school or interacting with people from different cultural
background.

25. Knowledge about the world and other cultures
Global competence is supported by the knowledge of global issues that affect
live locally and around the globe, as well as intercultural knowledge, or
knowledge about the similarities, differences and relations among cultures.
Perspective-taking refers to the cognitive and social skills of understanding
how other people think and feel.
Adaptability refers to the ability to adapt systems thinking and behaviors to
the prevailing cultural environment, or to situations and contexts that can
present new demands or challenges.

26. Openness, respect for diversity and global-mindedness
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.

27. Valuing human dignity and diversity
It contribute to global competence because they constitute
critical filters through which individuals process information
about other cultures and decide how to engage with others
and the world. Hence, people, who cultivate these values,
become more aware of themselves and their surroundings,
and are strongly motivated to fight against exclusion,
ignorance, violence, oppression and war.

28. Four aspect of valuing equality of core rights and dignity (Clapham,
2006)
1. The prohibition of all types of inhuman treatment, humiliation or
degradation by one person over another.
2. The assurance of the possibility for individual choice and the
conditions for each individual’s self-fulfillment, autonomy or self-
realization.
3. The recognition that protection of group identity and culture may be
essential for that of personal dignity.
4. The creation of necessary conditions to have the essential needs
satisfied.

29. Global Understanding
Understanding is the ability to use knowledge to find
meaning and connection between different pieces of
information and perspective.
1.The capacity to evaluate information, formula arguments and
explain complex situation and problems by using and
connecting evidence, identifying biases and gaps in
information and managing conflicting arguments.
2.The capacity to analyze multiple perspectives and
worldviews, position and connecting their own and others’
perspectives on the world.

30. 3. The capacity to understand differences in communication,
recognizing the importance of socially appropriate
communication and adapting it to the demands of diverse
cultural context.
4. The capacity to evaluate actions and consequences by
identifying and comparing different courses of action and
weighing action on the basis of consequences.

31. Pedagogies for promoting global
competence.
1. Group-based cooperative project work can improve
reasoning and collaborative skills. It involves topic- or
theme-based tasks suitable for various levels and ages, in
which goals and content are negotiated and learners can
create their own learning materials that they present and
evaluate together.
2. Class discussion is an interactive approach that encourages
proactive listening and responding to ideas expressed by peers.

32. 3. Service learning is another tool that can help
students develop multiple global skills through real-
world experienced. This requires learners to participate
in organized activities that are based on what has been
learned in the classroom and that benefit their
communities.
4. The stories Circle Approach intends students to
practice key intercultural skills, including respect,
cultural self-awareness and empathy (Deardorff, n.d.).

33. END