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College of Teacher Education

This document discusses multicultural and global literacy in education. It defines multicultural literacy as the skills to identify knowledge from diverse perspectives and use knowledge to create a just world. Global literacy aims to address issues of globalization, diversity, and social justice. The document also outlines the Global Competence Framework developed by OECD to foster students' global competence. The framework has four dimensions: examining local and global issues, understanding diverse perspectives, engaging in intercultural interactions, and taking responsible action. It emphasizes integrating global topics into existing subjects and using student-centered pedagogies to develop critical thinking and communication skills.

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314 views2 pages

College of Teacher Education

This document discusses multicultural and global literacy in education. It defines multicultural literacy as the skills to identify knowledge from diverse perspectives and use knowledge to create a just world. Global literacy aims to address issues of globalization, diversity, and social justice. The document also outlines the Global Competence Framework developed by OECD to foster students' global competence. The framework has four dimensions: examining local and global issues, understanding diverse perspectives, engaging in intercultural interactions, and taking responsible action. It emphasizes integrating global topics into existing subjects and using student-centered pedagogies to develop critical thinking and communication skills.

Uploaded by

Kristine Castle
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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College of Teacher Education

Second Semester, A.Y. 2020-2021


MODULE 5
Multicultural and Global Literacy
Building and Enhancing New Literacies Across the Curriculum
Course Code: __________
Name: _________________________________________________________________ Course Year: _______________________
Date and Time Allotment: _______________________

Introduction
As schools cater to diverse students 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 multiliteracy to come up with approaches in class.

Objectives:
After working on this module, you should be able to:
1. discuss global and multicultural literacy
2. illustrate the Global Competence Framework;
3. Explain dimensions of multiculturalism

Lecture

Multicultural Literacy
Multicultural literacy consists of the skills and ability to identify the creators of knowledge and their interests (Banks, 1996) to reveal the assumptions
of knowledge, to view knowledge form diverse ethnic and cultural perspective, and to use knowledge from diverse ethnic and cultural perspective,
and to use knowledge to guide action that will create humane and just world (Boutte, 2008).

Boutte (2008) reiterated that making small changes within the classrooms can create big changes globally. As diversity grows, there is a need for the
emergence of multicultural education that is more representative of the students in today’s classrooms. Banks (2003) asserted that 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.

Global Literacy
Global literacy aims to address issues of globalization, racism, diversity and social justice (Guo, 2014).

Interconnecting multicultural and global literacy. 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 education opportunity.

The Global Competence Framework

The desire to participate in interconnected, complex and diverse societies has become a pressing need. Recognizing the 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 tool for policymakers, leaders and teachers in fostering global competence
among students worldwide.

Global competence is a multidimensional capacity. Therefore, globally competent individuals can analyze and rationalize 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 (OECD publication).

Promoting global competence in schools. Schools play a crucial role 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. They can teach students how to
critically, effectively and responsibly use digital information and social media platforms.

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


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, 2016a).

Dimension 1: 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 global issue. People who acquire a mature level of development in this dimension, use higher-order thinking skill, such as
selecting and weighing appropriate evidence to support arguments about global developments.

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

Dimension 3: Engage in open, appropriate and effective interactions across cultures


This dimension describes what globally competent individuals can do when they interact with people from different cultures.

Dimension 4: Take action for collective well-being and sustainable development


This dimension focuses on young people’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.

Skills to understand the world and to take action


Global competence builds on specific cognitive, communication and social-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 the
school or interacting with people from different cultural backgrounds.

1. Knowledge about the world and other cultures.


2. Openness, respect for diversity and global-mindedness
3. Valuing human dignity and diversity

Integrating and Intercultural Issues in the Curriculum


For global education to translate abstraction into action, there is a need to integrate global issues and topics into existing subjects. In practice,
content knowledge related to global competence is integrated in the curriculum and taught in specific courses. Therefore, students can understand
those issues across ages, starting in early childhood when presenting them in developmentally appropriate ways.

Therefore, Gaudelli (2006) affirmed that teachers must have clear ideas on global and intercultural issues that students may reflect on. They also
need to collaboratively research topics and carefully design the curriculum while giving students multiple opportunities to learn those issues.

Pedagogies for promoting global competence. Various student-centered pedagogies can help students develop critical thinking along global issues,
respectful communication, conflict management skills, perspective taking and adaptability.
1. Group-based cooperative project work.
2. Class discussion
3. Service learning
4. The Story Circle Approach

Activity
Answer the following questions:
1. What are multicultural and global literacies?
2. Explain the Global Competence Framework.

Reference:
Alismail, H. & McGuire, P. (2015). 21st century standards and curriculum: Current research and practice. Journal of Education and Practice.
www.iiste.org. Vol.6, No.6, 2015.
Arthur, J., Davidson, J. & Stow, W. (2000). Social literacy, citizenship education and the national curriculum. London: Routledge Falmer.
Ball, A., Joyce, H & Anderson-Butcher, D. (2016). Exploring 21 st Century skills and learning environments for middle school youth. International
Journal of School Social Work: Vol.1: Issue 1.
Boyle, J. (2011). It’s all about people skills. Surviving challenges in the classroom.
Friedrich, L. (2014). New literacies integration by student teacher/cooperating teacher dyads in elementary schools: A collective case study. Public
Access Theses and Dissertations from the College of Education and Human Sciences. 214.
Newman, M. (2002). The designs of academic literacy: A multiliteracies examinations of academic achievement. Greenwood Publishing Group.
Sadaf and Johnson (2017). Teachers’ beliefs about integrating digital literacy into classroom practice: An investigation based on the Theory of
Planned Behavior DOI 10.

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