Multicultural

1. MULTICULTURAL
AND GLOBAL
LITERACY
Reporter’s: Merez, Ariel F.
Antonio, Analyn
Hundoy, Rosana
MODULE 5

2. Multicultural Literacy
Multicultural Literacy consists of the skills and ability
to identify the creators of knowledge and their
interests (Banks, 1996) to reveal Multicultural literacy
consists of the skills and ability to identify cultural
perspective, and to use knowledge to guide action
that create a humane and just world (Boutte, 2008)

3. Multicultural Literacy then, brings attention to
diversity, equity and social justice to foster cultural
awareness by addressing difficult issues like
discrimination and oppression towards other
ethnicities (Boutle 2008)

4. Accordingly, education for multicultural literacy
should 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. Because of the growing
racial language and ethnic diversity in the country,
multicultural literacy needs to be transformed in
substantial ways to prepare students to function
effectively in the 21st
Century (Boutte).

5. Global Literacy
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 a 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).

6. According to the Ontario Ministry of Education
(2015), a global citizen should, citizen should possess
the following characteristics: (1) respect for humans
regardless of race, gender, religion or political
perspectives, (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.

7. Every classroom contains students of different races,
religions and cultural groups. Guo (2014) averred
that students embrace diverse behaviors, cultural
values, patterns of practice, and communication,
yet they all share one commonality, which is their
educational opportunity.
Interconnecting multicultural and
global literacy

8. THE OECD GLOBAL
COMPETENCE FRAMEWORK

9. Global Competence
The desire to participate in interconnected, complex and
diverse societies has become a pressing need
Recognizing roles of schools in preparing the youth to
participate in the world, the OECD's Program for
International Student Assessment (PISA) developed a
framework to explain, foster and assess students global
competence. This design serves as a fool for
policymakers leaders and teachers in fostering global
competence among students worldwide.

10. The Need for Global Competence
The following are the reasons why global competence necessary
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) People with diverse
cultures are able to live peacefully, respect differences, find
common solutions, resolve conflicts and learn to live together as
global citizens (Delors, et. al., 1996; UNESCO, 2014b). Thus,
education can teach students the need to address cultural biases
and stereotypes.

11. 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).

12. 3. To use media platforms effectively and responsibly.
Radical transformations in digital technologies have
shaped young people's outlook on the world, their
interaction with others and their perception of
themselves. Online networks, social media and
interactive technologies give rise to new concepts of
learning, wherein young people exercise to take their
freedom on what and how they learn (Zuckerman,
2014).

13. 4. To support the sustainable development goals.
Education for global competence can help form
new generations who care about global issues and
engage in social, political, economic and
environmental discussions

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

15. Examine issues of local, global and cultural
significance
This dimension refers to globally competent
people's practices of effectively utilizing
knowledge about the world and critical reasoning
in forming their own opinion about a global issue.
Demension 1

16. Understand and appreciate the perspectives and
world views of others
This dimension highlights that globally competent
people and writing and capable of considering
other people's perspectives and behaviors from
multiple viewpoints to examine their own
assumptions.
Dimension 2

17. Engage in open, appropriate and effective Interactions
across cultures
The dimension describes what 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 behavior and
communication manner through respectful dialog with
marginalized groups.
Dimension 3

18. Take action for collective well-being and
sustainable development
This dimension focuses on young peoples roles as
active and responsible members of society and
refers to individuals readiness to respond to a given
local, global or intercultural issue or situation it
recognizes that young people have multiple
realms of influence ranging from personal and
local to digital and global.
Dimension 4

19. The assessment strategy for global competence
The PISA 2018 assessment of global competence
contributes development, while considering challenges
and limitations. It has two components: 1) a cognitive test
exclusively focused on the construct of "global
understanding"; and 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 (OECD, 2018

20. Curriculum for global competence:
Knowledge, skills, attitudes and values
Schools can provide opportunities for students to explore
complex global issues that they encounter through
media and their own experiences. The curriculum should
focus on four knowledge domains: (1) culture and
intercultural relations; (2) socio-economic development
and interdependence; (3) environmental sustainability,
and (4) global institutions, conflicts and human rights.

21. 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 gives 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 backgrounds.

22. Knowledge about the world and other cultures
Global competence is supported by the knowledge of
global issues that affect lives locally and around the
globe, as well as intercultural knowledge, or knowledge
about the similarities, differences and relations among
cultures. This knowledge helps people to challenge
misinformation and stereotypes about other countries
and people, and thus, result in intolerance and
oversimplified representation of the world.

23. 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.

24. Valuing human dignity and diversity
Valuing human dignity and valuing cultural diversity
contribute to global competence because they
constitute critical filters through which Valuing human
dignity and valuing cultural diversity contribute to
individuals process information about other cultures and
decide how to engage with others and the world.
Hence, people, who cultivate these violence, oppression
and war.

25. Global understanding
Understanding is the ability to use knowledge to find
meaning and connection between different pieces of
information and perspectives.

26. The framework distinguishes four interrelated
cognitive processes that globally competent
students need to use to understand fully global or
intercultural issues and situations (OECD, 2018).
1. The capacity to evaluate information, formulate
arguments and explain complex situations and
problems by using and connecting evidence,
identifying biases and gaps in information and
managing conflicting arguments.

27. 2. The capacity to analyze multiple perspectives and
worldviews, positioning and connecting their own and
others' perspectives on the world.
3. The capacity to understand differences in
communication, recognizing the importance of socially
appropriate communication and adapting it to the
demands of diverse cultural contexts.
4. The capacity to evaluate actions and consequences
by identifying and comparing different courses of action
and weighing actions on the basis of consequences.

28. For global education to translate abstraction into
action, there is a need to integrate global issues and
topics into existing subjects (Klein, 2013; UNESCO, 2014).
In practice, content knowledge related to global
competence is integrated in the curriculum and taught
in specific courses.
Integrating Global and Intercultural Issues in the
Curriculum

29. Various student-centered pedagogies can help students
develop critical thinking along global issues, respectful
communication, conflict management skills, perspective
taking and adaptability.
Pedagogies for promoting global competence.

30. Allocating teaching time to a specific subject that deals
with human rights issues and non-discrimination is an
important initial step in evaluating values for global
competence
Attitudes and values integration toward global
competence.

31. THANK YOU
PHILIPPIANS 4:13