Polytechnic University of the Philippines

Mabini Campus Anonas [Link]. Mesa, Manila

PUP College of Education

A WRITTEN REPORT FOR THE TOPICS GLOBALIZATION,

CULTURAL AND MULTICULTURAL LITERACIES

In Partial Fulfillment of the Requirements in the course

Building and Enhancing New Literacies Across the Curriculum

Presented To:

Prof. Ma. Junithesmer D. Rosales, LPT, DEM

College of Education

Presented By:

Leader:
Gallardo, John Rainier A.
Members:
Jakihaca, Kurt Cedrick E.
Mina, Hazel Mae
Saluta, Jasrine S.

Submitted on
October 25, 2024
 TABLE OF CONTENTS

Introduction ………………………………………………………………………….. 1

Video Infographic …………………………………………………………..……….. 1

Visual Infographics …………………………………………………..……………….. 2

The Effects of Globalization ……………………………………………………….. 2

Multicultural Literacy …………………………………………………………….….. 3

Cultural Literacy ……………………………………………………………………... 3

Issues in Teaching and Learning Multicultural Literacy in the Philippines

…………………………………………………………………………...……...……….. 4

Major Challenges of Multicultural Education ………………………..……...….. 5

The Question of Value ………………………………………………………...…….. 5

The OECD GLOBAL Competence Framework ……………………….…..…….. 6

PISA's Definition of Global Competence ……………………….……………….. 6

Exercise ………………………………………………………….…………………….. 7

Conclusion ……………………………………………………………………….…….. 7

References ……………………………………….…………………………………….. 9
 I. INTRODUCTION

Compared to before, our world has become more interconnected due to different
factors such as the emergence of technology and migration. Globalization has changed
the way people and different nations communicate with one another. It also has
significantly impacted the education sector, hence, cultural and multicultural literacies
have emerged as tools to make teaching and learning much more effective. This report
intends to give an understanding of globalization and its effects, focusing on how it
influences each country and its citizens. Furthermore, it will also present the differences
between cultural and multicultural literacies, which both play an important role in
promoting diverse classrooms. Moreover, this report also aims to highlight the
challenges in teaching and learning multicultural literacy in the Philippines such as
conflicting requirements for peace, nationalistic and regionalistic pushback, and many
more. On top of that, the question of value will also be discussed in this report which
emphasizes the complexity of human behavior, genetics and survival, and oppression
dynamics. Finally, the report will explore the OECD Global Competence Framework
which includes knowledge, values, attitudes, and skills that can help to create globally
competent individuals. By discussing these topics, our objective is to show the
importance of making cultural and multicultural literacies included in the curriculum to
prepare students to live in a diverse and globalized world.

II. TOPICAL PRESENTATION

Video Infographic

Link:
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 Visual Infographics

Discussion

The Effects of Globalization

Globalization is the process of interaction and integration among people, business
entities, governments, and cultures from different nations, driven by international trade
and investment, and supported by information technology. According to sociologists
Martin Albrow and Elizabeth King, globalization is "all those processes by which the
people of the world are incorporated into a single world society" (Albrow & King, 1990).
Another insightful definition comes from Anthony Giddens in his book The
Consequences of Modernity. He says, “Globalization can be defined 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”
(Giddens, 1990).

The effects of globalization are multi-dimensional, influencing economic, cultural,

national, and individual levels. Meyer (2000) summarizes these effects as increased
economic, political, and military interdependence between nations, expanded flow of
individuals among societies, interdependence of expressive cultures, and the global
spread of instrumental culture. These interconnected aspects shape the modern world,
emphasizing the complexity and reach of globalization.

Multicultural Literacy
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 perspectives, and to use knowledge
to guide action that will create a humane and just world (Boutte, 2008). 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 (Boutte, 2008). 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. Because of the growing racial, language and ethnic diversity in our
country, Multicultural Literacy needs to be transformed in substantial ways to prepare
students to function effectively in the 21st century (Boutte, 2008). By making small
changes within the classrooms, it can create big changes globally (Boutte, 2008).

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 a deeper understanding of others and
appreciation of different cultures (Banks, 2003). In order for students to develop these
attitudes and skills, it requires basic knowledge prior to teaching students how to
question 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).

Cultural Literacy
Cultural literacy, coined by Hirsch (1983), refers to the ability to understand and
actively engage with the signs, symbols, customs, and activities of a culture, rather than
merely observing them. It encompasses various components, including participation in
the culture, knowledge of formal and informal languages, familiarity with idioms and
expressions, awareness of entertainment forms, as well as an understanding of values,
customs, traditions, and societal roles.

Cultural Literacy is specific to each culture. It is not limited to national cultures;

workplace and school cultures can vary significantly. With increasing travel opportunities
for Filipinos, the need for developing new cultural literacies becomes apparent. The
emphasis on adapting to diverse cultures is crucial due to globalization.
Issues in Teaching and Learning Multicultural Literacy in the Philippines
A number of important issues stand in the way of Philippine educators attempting
to learn multicultural literacy for themselves and teach it in turn to others, which are
different from what can be found in Western literature, particularly those of the United
States.

One of the issues is conflicting requirements for peace. The core of multicultural
literacy revolves around achieving peace among diverse cultures through productive
and non-violent interactions. While it is easy to assume that all cultures value peace
equally and are willing to make similar compromises to attain it, this is not always the
case. For example, the Israeli-Palestinian conflict illustrates differing views on peace,
with each side unwilling to compromise on their claims to the land. Similarly, students
often define peace based on their personal desires, reflecting the varied interpretations
of what peace means. These examples emphasize not all cultures prioritize peace
equally, compromises may be unacceptable.

Next issue is the nationalistic and regionalistic pushback. The increasing demand
for multicultural sensitivity, inclusion, and dive in recent years has also given rise to
resistance from groups who believe that their identity is being "watered-down" by the
needed compromises. One of the example is the proposal for "Ortograpiya ti Pagsasao
nga Ilokano" by the Komisyon ng Wikang Filipino (KWF) in 2018, which faced backlash
from Ilokano writers who argued that it threatened their language identity (Dumlao,
2018). . This situation reflects broader challenges when accommodating diverse
cultures intersects with economics, social justice, and religion. Difficult choices come up
when gender equality and traditional institutions conflict, or when peace efforts clash
with religious beliefs. Inclusion is helpful, but it can change cultures. This raises
important questions about whether to focus on inclusion or to keep unique cultural
identities.

Lastly, is the persistence of the problem. Despite widespread awareness of

discrimination, it continues to persist and is often justified. The main challenge for
educators teaching multicultural literacy is understanding why discrimination remains an
issue, even with advancements in science, technology, and culture. Boutte (2008)
argues that discrimination stems from hatred, defined as "the lack of compassion and
lack of respect for the rights of others," and emphasizes that this hatred must be
addressed to achieve true peace (Vreeland, 2001). If Boutte is correct in linking hatred
to a lack of education, it raises critical questions about the root causes of this hatred,
where the importance of education comes into play in fostering respect for diverse
cultures to break the cycle of discrimination.
Major Challenges of Multicultural Education

Many people outside the teaching profession believe that teaching is simple, but
it is not. Teachers face numerous challenges with each new lesson, even in classrooms
where they and their students speak the same language and understand each other
perfectly.

Language barriers present a significant challenge in multicultural education, as

students may not fully understand each other or the language of instruction. Additionally,
diverse learning styles emerge from students' varied backgrounds, affecting how they
absorb information and requiring them to adjust to different teaching methods for
effective learning. Cultural differences also pose challenges, as students may struggle
to know how to behave when a teacher is speaking and may find group work or
understanding game rules difficult. Furthermore, understanding non-verbal behavior can
be more complex than grasping a foreign language; if teachers are unaware of the
typical non-verbal cues of their students' cultures, it can lead to misinterpretations.
Another challenge is the need to present topics from different perspectives based on
students' nationalities, particularly in subjects like history, where some events may be
interpreted differently by various groups, potentially leading to conflicts. The diversity of
extracurricular activities also presents challenges, as children from different cultures
must adapt to new traditions, lifestyles, and relationships, which can be difficult if they
are unfamiliar with cultural norms. Teaching communication skills is essential, as
students may struggle with using a foreign language and feel shy or afraid to express
their opinions for fear of not being understood. Lastly, constant communication with
parents is crucial; teachers must understand how a student feels in an entirely new
environment, and effective communication with parents can provide valuable insights
into the child's experiences, though this communication may not always be easy or
possible.

The Question of Value

The question of value asks about what is most important in life, as well as what is
good or bad. It examines the values and ideas that guide our choices, decisions, and
judgments.

One of its core issues is respect for different cultures. The common question that
arises is, "Why should I treat people of another culture with respect?" The usual answer
is simply, for peace. But it's not that simple. Not everyone values ​peace. While some
may value peace, others do not, this is why respect for different cultures can be
challenging.
 This is where genetics and survival come into play, specifically through Dawkins'
selfish gene theory. According to this theory, individuals tend to favor those who share
their genetic makeup. In other words, people may act selflessly toward those who are
genetically similar and selfishly toward those who are not.

Educators like Freire (2000), highlights that when the oppressed gain freedom,
they may become oppressors themselves. This shows how power dynamics influence a
person's perception of worth and justice.

Establishing universal moral standards is challenging due to the differences in

cultures and perspectives among individuals, leading to a subjective understanding of
truth in society. Without these universal standards, the value of humanity becomes
relative, complicating discussions on multicultural literacy.

The OECD Global Competence Framework

Global competence is a multidimensional, lifelong learning goal that is essential
for enabling individuals to analyze both local and global issues effectively. (PISA 2018
Global Competence Framework).

Schools are vital in developing global competence by promoting critical

examination of global issues and digital literacy. They provide students with experiences
that foster appreciation for diverse cultures (Bennett, 1993; Sinicrope, Norris, &
Watanabe, 2007) and enhance their understanding of their roles in the community and
world (Hanvey, 1975).

One important question that comes up, why is global competence necessary? It
is necessary for living harmoniously in multicultural societies. Global competence also
helps individuals thrive in a changing labor market. Additionally, it fosters responsible
media use by encouraging cultural awareness and critical evaluation of information.
Lastly, it supports the Sustainable Development Goals (SDGs) by equipping individuals
to tackle global challenges like poverty and inequality.

PISA's Definition of Global Competence

The Program for International Student Assessment (PISA) defines global
competence, which is divided into four components.

The first is knowledge of global issues and intercultural issues. Understanding the
diverse cultures that exist is vital, along with fostering positive interactions among them.
Another one is skills, global competence builds on specific cognitive and
socio-emotional skills, including reasoning with information. Next is attitudes, which
includes two essential elements, openness and respect. These two elements will pave
the way for a better society that embraces diverse cultures. Another essential aspect is
global-mindedness, which emphasizes the importance of the interconnectedness of
people around the world. Lastly, we have values, which encompass human dignity and
cultural diversity. Human dignity is about recognizing each individual, regardless of their
background. Meanwhile, cultural diversity involves valuing, supporting, and appreciating
the variety of cultures and experiences. This serves as an effective way to enrich society
and contribute to the creation of a more harmonious world.

Exercise

1. Who said that making small changes within classrooms can create big changes globally?

Answer: B. Bouette (2008)

2. Martin Albrow and Elizabeth King are two economists who described globalization as “all
those processes by which the people of the world are incorporated into a single world society.”

Answer: False

3. Cultural literacy was coined by Hirsch in 1983. He defined it as the ability to understand and
engage with the signs, symbols, customs, and activities of a culture, beyond being a passive
observer.

Answer: True

4. Enumerate the four (4) definitions of global competence according to PISA.

Answer: knowledge, skills, attitudes, values

5. Global competence is a multidimensional, life-long learning [Link] competent individuals

can examine local, global and intercultural issues, understand and appreciate different
perspectives and worldviews, interact successfully and respectfully with others, and take
responsible action toward sustainability and collective well-being.

Answer: Global competence, Globally competent

III. CONCLUSION

The world is constantly evolving, impacting various aspects of life, such as culture
and education. One of the most affected areas is how education has transformed over
the years due to globalization, as well as cultural and multicultural literacies. Over time,
people around the globe have embraced the concept of unity in diversity, becoming
more open to accepting and learning about different cultures for a deeper understanding
of the world they inhabit. This topic emphasizes globalization, cultural, and multicultural
literacies, introducing students to diverse perspectives.
 Globalization is considered as a process to increase the connectedness of various
economies, cultures, and ideas around the globe. It makes the world smaller wherein
communication is much easier and effective, the spreading of knowledge from different
countries is now reachable. Most importantly it gives access to new cultures for students
that enable them to understand foreign beliefs which includes their lifestyles, such as
their movies, foods, art, and music that leads to Multicultural Literacy. A multicultural
literacy talks about the ability of a student to learn, understand, comprehend, and
respect different cultures as much as they value their own culture. Teaching
multiculturalism to students will lead to attention in diversity, equity and social justice.
Due to the fact that students will understand that there are no superior cultures, all
cultures are important and unique. It is one of the reasons why it should develop as
early as in the classroom, because small changes can create a big contribution for a
better nation. There is also cultural literacy, it is the opposite of multicultural literacy,
because it only focuses on specific culture. It means that a student must comprehend
and understand one culture. Also, in this literacy, it is important to engage with the signs,
symbols, customs, and activities of a culture. It is proven that participation plays a big
role in understanding culture.

Even though multicultural education is vital and effective in the 21st century, it has a
major challenge. Language, diverse learning styles, and cultural differences, are
examples of issues in multicultural education. But there are existing Key Attitudes for
Multicultural Literacy. First , students must be selfless, they should know how to
prioritize how others feel. They also must acknowledge value in diversity, which means
that they have to recognize that good suggestions can come from different cultures. A
willingness to compromise is also important, because each culture has mutual needs.
And lastly, students must understand the limits. There are areas that are restricted to be
taken care of. Boundaries should always be respected to avoid conflict.

Globalization, Multicultural and Cultural Literacy are three components that are
considered connected. Because of globalization, students can attain and accept a
different culture. Multiculturalism brings a lot of powerful effects to enhance the 21st
century skills of the students. Multiculturalism fosters personal growth by broadening
students' understanding and appreciation of diverse values and beliefs. It promotes
inclusivity, showing that differences enrich society rather than cause conflict. Moreover,
it serves as a vital tool for cultural preservation, as shared traditions and customs across
nations ensure continuity over time. Topics like these can improve the student
competence, it is vital to be part of the curriculum. Our differences must be treated as a
great tool for interconnectedness. The stigma of culture superiority can be avoided if the
student will develop their empathy to understand how multicultural literacy works.
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