MODULE 5

GLOBAL AND MULTICULTURAL

LITERACIES
MULTICULTURAL LITERACY
 Learning Outcomes

• 1. Understand and appreciate cultural

diversity
• 2. Develop effective cross-cultural
communication skills and become a
global citizen
 Multicultural Literacy

• It helps us understand and appreciate different cultures, promotes

fairness, and fights against discrimination and unfair treatment of
various ethnic groups.

• It’s about being a thoughtful and considerate global citizen.

• By embracing diversity, we can learn from each other and grow

together.
Multicultural literacy means understanding where
knowledge comes from and using it to create a fair
and kind world. It’s about being aware of different
perspectives and using that awareness to make
positive changes.

It should help students to develop the 21st century

skills that are needed to become active citizens who
will work toward achieving social justice within
communities.
Boutte(2008) – stated that making small changes
within the classrooms can create big changes
globally

Banks(2003) – asserts that teaching

multiculturalism in schools helps students
understand and appreciate different cultures,
promoting empathy and tolerance towards others

- As classrooms become more diverse, there’s a

growing need for education that reflects and values
all students’ cultures and background.
 Global Literacy

• It means understanding and connecting with people,

cultures, and issues from around the world.

• It aims to address issues of globalization, racism,

diversity and social justice.
Global literacy requires awareness and action, consistent
with a broad understanding of humanity, the planet and
the impact of a human decision on both.

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 perspectives
2. Respect for diversity and various perspectives
3. Promote sustainable patterns of living, consumption,
and production
4. Appreciate the natural world and demonstrate respect
on the rights of all living things
Interconnecting multicultural and global literacy

- Every classroom contains students of different races,

religions and cultural groups.

- Guo (2014) stated that students embrace diverse

behaviors, cultural values, patterns of practice, and
communication, yet they all share one commonality, which is
their educational opportunity.

- Therefore, teachers should teach their students that other

cultures exist and that these deserve to be acknowledged
and respected.
The OECD Global Competence Framework
 Global Competence

• It means having the skills and mindset to succeed in a world

where cultures and issues are connected. It’s about being a
collaborative and adaptable citizen who can work well with
others and solve problems together.

• Global competence is a multidimensional capacity. Therefore,

globally competent individuals can work well with people from
different cultures, understand global issues, and communicate
effectively. They are open-minded, adaptable, and good at
solving problems with others.
Promoting global competence in schools

• Schools play a crucial in helping young people

to develop global competence. They can
provide opportunities to critically examine
global developments that are significant to
both the world and to their own lives.
 The Need for Global
Competence
• 1. To live harmoniously in multicultural communities
• 2. To thrive in a changing labor market
• 3. To use media platforms effectively and
responsibly
• 4. To support the sustainable development goals
 Dimensions of Global Competence
(Implications to Education )

• Dimension 1: Examine issues of local, global, and

cultural significance
• Dimension 2: Understand and appreciate the
perspectives and world views of others
• Dimension 3: Engage in open, appropriate and
effective interactions across cultures
• Dimension 4: Take action for collective well-being
and sustainable development
 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.
• 2. A set of questionnaire items collecting self-reported
information on students’ awareness on global issues,
cultures, skills and attitudes.
 Curriculum for global competence:
knowledge, skills, attitudes and values

• 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
 Skills to understand the world and
to take action
• Global Competence combines knowledge, skills, and attitudes
to tackle global issues. It helps students work with others,
share ideas, and interact with people from different
backgrounds, applying what they’ve learned in real-life
situations.
• To nurture global competence, schools should set clear
learning goals that focus on important global issues, skills for
understanding different cultures, and values that promote
responsible action. By doing so, students can become
informed, empathetic, and active global citizens.
Knowledge about the world and other cultures

- Global Competence involves understanding global issues and

different cultures. This helps people avoid jumping to
conclusions, be more open-minded, and see the bigger picture.

- This can be done through the following strategies:

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.
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.
• Openness toward people from other cultural
backgrounds involves sensitivity towards curiosity
about and willingness to engage with other people
and other perspectives on the world.
Respect consists of a positive regard for
someone based on judgement of intrinsic
worth.

Global-mindedness is defined as a
worldview, in which one sees him/herself
connected to the community and feels a
sense of responsibility for its members.
Valuing dignity and human diversity

• Valuing human dignity and cultural diversity

helps people understand and interact with others
better, making them more aware and motivated
to stand against discrimination, violence, and
oppression.
Clapham (2006) introduced the four aspects of valuing equality
of core rights and dignity.

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 personal dignity

4. The creation of necessary conditions to have the essential

needs satisfied
 Global Understanding
• Global Understanding is the ability to use knowledge to
find meaning and connection between different pieces of
information and perspectives.
• The framework distinguishes four interrelated cognitive
processes that globally competent students need to use to
understand fully global or intercultural issues and
situations.
Four Cognitive Processes:

1. The capacity to think critically, evaluate information,

and make sound arguments based on evidence
2. The capacity to understand and connect different
perspectives
3. The capacity to communicate effectively across
different cultures, adapting to their unique norms and
expectations
4. The capacity to weigh the pros and cons of different
actions and consider their potential consequences

Therefore, globally competent students should be able

to think critically, research effectively, and explain local
and global issues.
Integrating Global and Intercultural Issues in the Curriculum

For global education to be effective, global issues should be

incorporated into existing subjects. Teachers should have a clear
understanding of these issues and design the curriculum to give
students opportunities to learn and reflect on them,

Moreover, teaching about minority cultures requires accurate

information and critical examination of resources to avoid distortions
and ensure a true representation of diverse groups.

Connecting global topics to students’ everyday lives makes learning

more relevant and engaging. When students see how it applies to their
world, they learn better.
Student-centered approaches like group projects, class
discussions, and service learning can help students
develop critical thinking, communication, and problem-
solving skills on global issues.

The Story Circle Approach helps students build

intercultural skills like respect and empathy. Students
share personal 3-minute stories in small groups, then
highlight memorable points from each story. This
activity promotes understanding and connection among
students.
Attitudes and Values integration toward
global competence

• Teaching human rights and non-discrimination is

crucial for global competence. Values are
conveyed not just through the curriculum, but also
through teacher-student interactions and
classroom environment, so teachers should be
aware of their impact on students’ values.
SYNTHESIS/SUMMARY

 Multicultural literacy depicts diversity, equity and social justice

to foster cultural awareness on discrimination and oppression
toward other ethnicities.

 Global literacy aims to address issues of globalization, racism,

diversity and social justice.

 Global competence refers to the skills, values, and behaviors

that prepare young people to thrive in a more diverse,
interconnected world, engaged citizens and collaborative
problem solvers who are ready for the workforce.

 Globally competent individuals can examine local, global and

intercultural issues, understand different perspectives and
world views, interact respectfully with others, and take
responsible action toward sustainability.
 The Global Competence Framework is
designed as a tool for policymakers, leaders,
and teachers in nurturing global competence
among young people worldwide with four
salient dimensions.

 In order to attain respect for diversity in the

classroom, teachers should integrate global
multiculturalism in the lesson by citing
relevant issues to be addressed.
THANK YOU!!!