MULTICULTURAL

AND
GLOBAL
LITERACY
CLASSROOM
RULES

LISTEN
MULTICULTURAL
LITERACY
 consists of the skills and
ability to identify the
MULTICULTURAL creators of knowledge and
LITERACY their interests (Banks,
1996) to reveal the
assumptions of knowledge,
to view knowledge from
diverse ethnic and cultural
perspective, and to use
knowledge to guide action
that will create a humane
and just world (Boutte,
2008).
 GLOBAL
LITERACY
 an understanding of how
GLOBAL the world is organized and
interconnected. It brings
LITERACY awareness of the
possibilities and constraints
facing the world's people.

aims to address issues of

globalization, racism,
diversity and social justice
(Guo, 2014).
INTERCONNECTING Every classroom contains
students of different races,
MULTICULTURAL religions and cultural
AND GLOBAL groups. Guo (2014) averred
that student embrace
LITERACY diverse behaviors, cultural
values, patterns of practice,
and communication, yet
they all share on
commonality, which is their
educational opportunity.
 OECD
GLOBAL
COMPETENCE
FRAMEWORK
 Global Competence is a
GLOBAL multi-dimensional construct
that requires a combination of
COMPETENCE knowledge, skills, attitudes and
values successfully applied to
global issues or intercultural
situations. Global issues refer to
those that affect all people, and
have deep implications for
current and future generations.
Intercultural situations refer to
face-to-face, virtual or
mediated encounters with
people who are perceived to be
from a different cultural
background.
 Developing global
GLOBAL competence is a life-long
COMPETENCE process, but it is one that
education can shape. PISA
2018 assesses where
15-year-old students are
situated in this process,
and whether their schools
effectively address the
development of global
competence.
THE NEED FOR 1. To live harmoniously
in multicultural
GLOBAL communities
COMPETENCE
2. To thrive in a
changing labor
market
THE NEED FOR 3. To use media
platforms effectively
GLOBAL and responsibly
COMPETENCE
4. To support the
sustainable
development goals
 DIMENSION OF Education for global
competence is founded
GLOBAL on the ideas of different
models of global
COMPETENCE: education.
IMPLICATION TO These models share a
common goal of
EDUCATION promoting students’
understanding of the
world and empower them
to express their views and
participate in the society.
 DIMENSION OF GLOBAL
COMPETENCE: IMPLICATION TO refers to globally
EDUCATION competent people’s
practices of effectively
DIMENSION 1: utilizing knowledge
about the world and
EXAMINE ISSUE OF critical reasoning in
LOCAL, GLOBAL AND forming their own
CULTURAL opinion about a global
SIGNIFICANCE issue.
 DIMENSION OF GLOBAL
COMPETENCE: IMPLICATION TO highlights that global
EDUCATION competent people are
willing and capable of
DIMENSION 2: considering other
UNDERSTAND AND people’s perspectives
APPRECIATE THE and behaviors from
multiple viewpoints to
PERSPECTIVES AND examine their own
WORLD VIEWS OF assumptions.
OTHERS
 DIMENSION OF GLOBAL
COMPETENCE: IMPLICATION TO describes what
EDUCATION globally competent
individuals can do
DIMENSION 3: when the interact with
ENGAGE IN OPEN, people from different
APPROPRIATE AND culture.
EFFECTIVE
INTERACTIONS
ACROSS CULTURES
 DIMENSION OF GLOBAL
COMPETENCE: IMPLICATION TO focuses on young
EDUCATION people’s role as active
and responsible
DIMENSION 4: members of society
TAKE ACTION FOR and refers to
COLLECTIVE individual’s readiness
to respond to a given
WELL-BEING AND local, global or
SUSTAINABLE intercultural issue or
DEVELOPMENT situation.
 THE The PISA 2018
assessment of global
ASSESSMENT competence
STRATEGY FOR contributes
GLOBAL development, while
considering
COMPETENCE challenges and
limitations.
 THE COMPONENTS:
ASSESSMENT A cognitive, test
exclusively focused on
STRATEGY FOR the construct of "global
GLOBAL understanding“

COMPETENCE A set of questionnaire

items collecting
self-reported
information on students'
awareness
 CURRICULUM Schools can provide
FOR GLOBAL opportunities for
students to explore
COMPETENCE: complex global
KNOWLEDGE, issues that they
SKILLS, encounter through
media and their own
ATTITUDES AND experiences.
VALUES
 CURRICULUM KNOWLEDGE DOMAINS:
culture and intercultural
FOR GLOBAL relations;
COMPETENCE: socio-economic
KNOWLEDGE, development and
interdependence;
SKILLS,
environmental
ATTITUDES AND sustainability; and

VALUES global institutions, conflicts

and human rights.
 SKILLS TO Global competence
builds on specific
UNDERSTAND cognitive,
THE WORLD communication and
socio-emotional
AND TO TAKE skills.
ACTION
 SKILLS TO A school community
that desires to
UNDERSTAND nurture global
THE WORLD competence should
focus on clear,
AND TO TAKE controllable and
ACTION realizable learning
goals.
 Global competence is
KNOWLEDGE supported by the
ABOUT THE knowledge of global
issues that affect lives
WORLD AND locally and around the
globe, as well as
OTHER intercultural knowledge,
CULTURES or knowledge about the
similarities, differences
and relations among
cultures.
 STRATEGIES (OECD, 2018):

KNOWLEDGE Perspective-taking
o cognitive and social
ABOUT THE skills of understanding
how other people think
WORLD AND and feel.

OTHER Adaptability
o ability to adapt systems
CULTURES thinking and behaviors.
 For globally competent
OPENNESS, behavior.
RESPECT FOR Fostered through:
DIVERSITY AND participatory and
learner-centered
OPEN-MINDED teaching, curriculum
characterized by fair
NESS practices and
accommodating school
climate.
 OPENNESS
OPENNESS,
willingness to learn and
RESPECT FOR engage without
prejudice
DIVERSITY AND
RESPECT
OPEN-MINDED
Positive regard
NESS Assumes dignity of all
human beings and their
inalienable right
 RESPECT FOR DIVERSITY
OPENNESS,
acknowledging and
RESPECT FOR appreciating differences
DIVERSITY AND
GLOBAL-MINDEDNESS
OPEN-MINDED
A worldview for
NESS connectedness
A sense of responsibility
 VALUING Helps people understand
and respect different
HUMAN cultures (awareness)

DIGNITY AND This awareness

encourages them to
CULTURAL stand against exclusion,
DIVERSITY ignorance, violence, and
oppression.
 ACCORDING TO CLAPHAM (2006),
VALUING FOUR KEY ASPECTS OF VALUING
DIGNITY AND EQUALITY INCLUDE:
HUMAN 1. Prohibition of all types of
inhuman treatment,
DIGNITY AND humiliation/degradation by
one person over another
CULTURAL
2. The assurance of the
DIVERSITY possibility for individual
choice and the conditions for
each individual’s
self-fulfillment, autonomy or
self-realization.
 ACCORDING TO CLAPHAM (2006),
FOUR KEY ASPECTS OF VALUING
DIGNITY AND EQUALITY INCLUDE:
VALUING 3. Recognition that protection
HUMAN of group identity & culture
may be essential for personal
DIGNITY AND dignity.

CULTURAL 4. Creation of necessary

conditions to have the
DIVERSITY essential needs satisfied
 GLOBAL using knowledge to
make sense of
UNDERSTANDING different ideas and
perspectives
 FOUR INTERRELATED COGNITIVE
PROCESSES TO UNDERSTAND
FULLY GLOBAL/INTERCULTURAL
GLOBAL ISSUES & SITUATIONS (OECD,
2018):
UNDERSTANDING 1. Evaluating Information

2. Analyzing Perspectives

3. Understanding
Communication Differences

4. Evaluating Actions and

Consequences
 INTEGRATING Integrate global issues
and topics into existing
GLOBAL AND subjects
INTERCULTURAL giving students multiple
ISSUES IN THE opportunities to learn
global and intercultural
CURRICULUM issues.
 INTEGRATING Teaching about minority
cultures in different
GLOBAL AND subject areas
INTERCULTURAL Critically examine
ISSUES IN THE textbooks

CURRICULUM Connecting global and

intercultural topics to
reality
 Group-based cooperative
PEDAGOGIES projects
FOR
Class discussions
PROMOTING
Service learning
GLOBAL
COMPETENCE Story Circle Approach

Other intercultural
engagements
ATTITUDES AND Allocating teaching time
to a specific subject that
VALUES deals with human rights
issues and
INTEGRATION non-discrimination
TOWARD Recognizing school &
GLOBAL classroom environments’
influence
COMPETENCE
THAT’S A WRAP

THANK YOU!

GROUP 1
GROUP 1 MEMBERS:

Alimbon, Kenny Lloyd G.

Arellano, Anny Grace L.
Baintin, Kareal Kem
Basañez, Charisse M.