Module 5

Multi Cultural and Global

Literacy
LEARNING OUTCOMES:
1.Discuss global and multicultural literacy.
2.Illustrate the Global Competence Framework.
3.Explain the dimensions of multiculturalism.
4.Elucidate on the assessment strategy for global competence and
global understanding.
5.Present effectives ways on how to integrate global multiculturalism
in the lesson during appropriate delivery strategies, instructional
materials, and assessment tools.
6.Draw relevant life lessons and significant values from personal
experience in demonstrating multicultural literacy.
7.Analyze research abstract in global and multicultural literacy and its
implications on the teaching learning process.
8.Draft relevant policy in addressing multiculturalism in school.
CONCEPT EXPLORATION
As a school cater to diverse student in class,
be it in terms of gender, color, race,
nationality, religious affiliations, cultural
beliefs, ethnic groups, socio economic
status. etc. Teachers need to understand
the concept of multicultural literacy to
come up with appropriate approaches in
class.
justice.
According to Ontario Ministry of Education (2015) a
global citizen should possess the global
characteristic:
1. Respect for human regardless of race, gender,
religion or political perspective.
2. Respect for diversity and various perspectives.
3. Promote sustainable pattern and living,
consumption, and production.
4. Appreciate the natural world and demonstrate
respect on the right of living things.
Interconnecting multicultural and global
literacy
Global Competence
The desire to participate in interconnected,
complex and diverse socities has become a
pressing need. Recognizing the role of school in
preparing the youth to participate the world.
Global competence is a multidimensional
capacity.
Global competence refers to skills, values and
behaviors that prepare young people to thrive in a
diverse, interconnected and rapidly changing
Promoting global competence in school
DIMENSION OF GLOBAL
COMPETENCE: IMPLICATIONS TO
EDUCATION
 FOUR
DIMENSIONS OF
GLOBAL
COMPETENCE
 340 353 357

487 489 489

Curriculum for global competence

Knowledge
Skills
Attitudes
Values
The curriculum should be focus on four
knowledge domains:
1. Culture and Intercultural relation.
2. Socio economic development and
interdependence.
3. Environment sustainability.
4. Global Institutions, conflict and human
rights.
Skills to understand the world and to take action

Global competence builds on specific congnitive,

communication and socio emotional skills. Effective
communication for global competence gives student
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.
Knowledge about the world and other cultures
This knowledge help people to challenge
misinformation and stereotypes about the other
countries and people, and thus results in
intolerance and oversimplified representation of
the world.
This can be done through the following strategies
• Perspective – taking refers to the congnitive
and social skills of understanding on how other
people think and feel.
• Adaptability refers to the ability to adapt the systems
thinking and behaviors to the prevailing cultural
environment, or to situation or contexts that can
present new demand and challenges.

Openness, respect for diversity and global mindedness

Openness toward people from other cultural
backgrounds involves sensitivity towards curiosity
about the willingness to engage with other people and
other perspectives on the world. (Bryam, 2008, Council
of Europe, 2016a)
 Respect consists of a positive regard for someone
base on judgement of intrinsic worth. It assume the
dignity of all human beings and their inalienable
right to choose their own affiliations, beliefs,
opinions or practices. (Council of Europe, 2016a)

Global – mindedness a define as a worldview, in

which one sees him/herself connected to the
community and feels a sense of responsibility for its
member. (Hansen, 2010)
Valuing human dignity and diversity
Valuing human dignity and valuing cultural diversity
contribute to global competence because they
constitute critical filters through which individuals
process information about the other cultures and decide
how to engage with others and the world. People who
cultivate this values,become more aware of themselves,
their surroundings and our strongly motivated to fight
against exclusion, ignorance, violence, oppression and
war.
Clapham (2006) introduce 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 choice and the
conditions for each individual’s self-fulfillment, autonomy
or self realization.
3. the recognition that protection of group identity
culture maybe essential for that of personal dignity.
4. the creation of necessary conditions to have the
essential needs satisfied.
Global Understanding
Understanding is the ability to use knowledge to
find meaning and connection between different
pieces of information and perspectives.

Four Interrelated congnitive processes that globally

competent students needs 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
problem by using and connecting evidence, identifying
biases and gaps in information and managing
conflicting arguments.
.
2. The capacity to analyze multiple perspective and
worldviews, positioning and connecting their own and
others perspectiveson 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 context.

4. The capacity to evaluate actions and consequences

by identifying and comparing different courses of
action and weighing actions on the basis of
consequences.
Integrating Global and Intercultural Issues in the
Curriculum
Students can understand those issues across ages,
starting in early childhood when presenting them in
developmentally appropriate ways (Biox Mansilla and
Jackson, 2011; UNESCO, 2015)
Gaudelli (2006) affirmed that teachers must have clear
ideas on global and intercultural issues that students may
reflect on.
Teaching about minority cultures in different subject
areas entails accurate content information about
ethnically and racially diverse groups and experiences.
 Teachers and their students should critically
examine textbook and other teaching resources
and supplement information when necessary.
Connecting global and intercultural topics to the
reality contexts and needs of the learning group is
an effective methodological approach to make
them relevant to the adolescents (North-South
Centre of the Councilof Europe, 2012) People learn
better and become more engaged when they get
connected with the content and when they see its
relevance to their lives and their environment.
Pedagogies for promoting global competence
• Group based cooperative project work can improve
reasoning and collaborative skills.
• Class discussion is an interactive approach that encourages
proactive listening and responding to ideas express by
peers.
• Service Learning another tool that can help a student to
develop multiple global skills through real world
experience.
• Story Circle Approach intends students to practice key
intercultural skills, including respect, cultural self
awareness and empathy (Deardorff, n.d)
Attitudes and values integration toward global
competence.
Values and attitudes are partly communicated
through the formal curriculum and also through
way, in which teachers and students interact, how
discipline is encouraged and the types of opinion
and behavior that are validated in the classroom.
Recognizing the school and classroom environments
influence on developing students values would help
teachers become more aware of the impact of their
teaching on students (Gay, 2015).
Group 5:
 Riva Arro
 Lhy-Ann Bustilla
 Emelyn Daway
 Jodelyn Labatigan Guevarra
Reference:

https://www.youtube.com/watch?v=L2ycydM9r-Q

https://drive.google.com/drive/folders/1XVVj6FV
UWRwgrxTFvZHRG1F8mi_lYMuP?usp=sharing