MULTICULTURAL AND

GLOBAL LITERACY

PRESENTED BY: FLORIE VHEL OSIANAS

LEARNING OUTCOMES

• Discuss global and multicultural literacy

• Illustrate the global competence framework
• Explain the dimension of multiculturalism
• Elucidate on the assessment strategy for global competence and global understanding
• Present effective ways on how to integrate global multiculturalism in the lesson using appropriate
delivery strategies, instructional materials and assessment tools
• Draw a relevant life lessons and significant values from personal experience in demonstrating
multicultural literacy.
• Draft relevant policy in addressing multiculturalism in school
MULTICULTURAL LITERACY

• it consist of the skills and ability to identify the creators of

knowledge and their interest to uncover the assumption of
knowledge, to review knowledge from diverse ethnic and
cultural perspective, and to use knowledge to guided action that
will create a humane and just world (Boutte, 2008)
MULTICULTURAL LITERACY

• 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 without our
communities.
• 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 other and appreciation of different cultures.
• According to Banks (2003), which is what essentially makes multicultural
literacy a 21st century literacy is by developing the attitudes and skills requires
basic knowledge prior to teaching students how to question assumption about
cultural knowledge and how to critique and critically think about these important
issues.
 WHY MULTICULTURAL LITERACY IMPORTANT?
1. This will serve as powerful tool in enabling students to gain a better
understanding of both their own culture and culture of others.
2. Students may develop greater cognitive skills as they learn to engage with and
critically evaluate the text they read.
3. It promotes cultural sensitivity.
4. It promotes empathy and unity.
5. It promotes cross-cultural friendship.
6. Helps students look critically at the world.
7. Encourage identity formation.
GLOBAL LITERACY

• Aims to address issues of globalization, racism,

diversity and social justice and it also aims to empower
students with knowledge and take action to make
positive impact in the world and their local community
( Gou, 2014).
• According to the Ontario Ministry of Education (2015),
a global citizen should posses the following
characteristics:
1. Respect for human regardless of race, gender, religion,
or political perspective.
2. Respect for diversity and various perspective.
3. . Promote sustainable patterns of living, consumption,
and production.
4. Appreciate the natural world and demonstrate respect
on the rights of all living things.
GLOBAL LITERACY PROMOTES AND ENCOURAGE EVERYONE TO POSSESS
THE FOLLOWING:

1. Inquiry, reasoning and problem solving

2. Collaboration
3. Communication and an understanding of the world language and cultures
4. An understanding of globalized system and political realities.
5. Responsible global citizenship.
6. Respect for diversity.
7. An understanding of the skills and technologies that are necessary for life in the 21 st
century.
8. The ability for students to become advocates for themselves and their city\state\
country.
HOW ARE MULTICULTURAL AND GLOBAL
LITERACY INTERCONNECTED?

• Every classroom contains students of different race, religion,

and cultural groups.
• Gou state that students embrace diverse behaviors, cultural
values, patterns of practice and communication, yet they all
share one commonality, which is their educational
opportunity.
• According to Gou (2014), as classrooms become
increasingly more diverse, it is important for educators
to analyze and address diversity issues and integrate
multiculturalism information into the classroom
curriculum.
THE OECD GLOBAL COMPETENCE FRAMEWORK

• Global competence refers to skill, values, and

behaviors that prepare young people to thrive
a diverse, interconnected and rapid changing
world. It is the ability to become engage
citizens and collaborative problem solvers
who are ready for the workforce.
GLOBAL COMPETENCE FRAMEWORK

• Is design as a tool of policymakers, leaders, and

teachers in fostering global competence among student
worldwide.
• Multidimensional capacity.
 PROMOTING GLOBAL COMPETENCE IN SCHOOL

• Schools play a crucial role in helping young people to develop global competence. They can
teach students how to critically, effectively, and responsibly use digital information and
social media flatforms and they can provide opportunities to critically examine global
development that are significant to both the world and to their own lives.
• Schools can encourage intercultural sensitivity and respect by allowing students to engage in
experience that foster an appreciation for diverse people, languages, and cultures (Bennett,
1993;Sinicrope, Norris and Watanabe, 2007)
THE NEED FOR GLOBAL COMPETENCE
The following are the reason why global competence is necessary:
1.To live harmoniously in multicultural communities.
-education for global competence can promote cultural awareness and
purposeful interaction in increasingly diverse societies (Brubacker and Laitin, 1998;
Kymlycka, 1995; Sen, 2007).
2. To thrive in a changing labor market.
-education for global competence can boost employability through effective
communication and appropriate behavior within diverse teams using technology in
accessing and connecting to the world (British Council, 2013).
3. To use media platforms effectively and responsibly.

-radical transformation in digital technologies have shaped young people’s

outlook on the world, their interaction with others and their perception of themselves
(Zuckerman, 2014).
4. To support sustainable development goals.
-education for global competence can help form new generations who care
about global issues and engage in social, political, economic, and environmental
discussions.
DIMENSION OF GLOBAL COMPETENCE: IMPLICATION
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
Europe, 2016a).
• PISA proposes a new perspective on the definition and assessment of global
competence that will help policy makers and school leaders create learning
resources and curricula that integrate global competence as a multifaceted
cognitive, socio-emotional and civic learning goal (Boix Mansilla, 2016).
The four dimension of global competence that people need to apply in
their everyday life.

Dimension 1: Examine issues of local, global and cultural significance.

-refers to globally competent people’s practice od effectively utilizing knowledge about th
world and critical reasoning in forming their own opinion about a global issue.
Dimension 2: Understand and appreciate the perspective and world views of others.
-this dimension highlights that globally competent people are willing and capable of
considering others people perspective and behaviors from multiple viewpoints to examine their
own assumption (Fennes and Hapgoo, 1997).
Dimension 3: Engage in open, appropriate and effective interactions across
cultures.
-this dimension describe what globally competent individuals can do when they
interact with people from different cultures. They understand the cultural norms,
interactive styles, and degrees of formality of intercultural contexts (Barrett, et. al.;
2014).
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 individuals readiness to respond to a given local,
global, or intercultural issues or situation.
 ASSESSMENT STRATEGY FOR GLOBAL COMPETENCE
The PISA (2018) assessment of global competence contributes development, while
considering challenges and limitations.
2 components
1. A cognitive test exclusively focused on the construct of understanding.
2. A set of questionnaire items collecting self-reported information on student
awareness on global issues, cultures and skills (cognitive and social) and attitudes
as well as information from schools and teachers on activities that promotes global
competence (OECD, 2018).
 ASSESSMENT STRATEGY FOR GLOBAL COMPETENCE
• Curriculum for global competence: Knowledge, skills, attitudes and values.
-schools can provide opportunities for students to explore complex global issues that
they encounter through media and their own experience. The curriculum should focus on 4
knowledge domains:
1. Culture and intercultural relations.
2. Socio-economic development and interdependence.
3. Environmental sustainability.
4. Global institutions, conflicts and human rights.
 ASSESSMENT STRATEGY FOR GLOBAL COMPETENCE

• Skills to understand the world and to take actions.

-global competence builds on specific cognitive, communication and socio-
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 of school or interacting with people from different
cultural backgrounds.
ASSESSMENT STRATEGY FOR GLOBAL COMPETENCE

• Knowledge about the world and other cultures.

-global competence is supported by the knowledge of global issues that
affect lives locally and around the globe as well as intercultural knowledge or
knowledge about the similarities, differences and relations among cultures.
This can be done through the following strategies (OECD,2018):
1. Perspective
2. Adaptability
 ASSESSMENT STRATEGY FOR GLOBAL
COMPETENCE
• 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.
• 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 other cultures and decide how to engage with others and the world.
 GLOBAL UNDERSTANDING

- understanding is the ability to use knowledge to find meaning and connection between
different pieces of information and perspective.

The framework distinguished four interrelated cognitive process that students

need to used to understand fully global or intercultural issues or situations:
1. the capacity to evaluate information, formulate arguments and explains complex situation
and problems by using and connecting evidence, identifying biases and gaps in information
and managing conflicts arguments.
2. the capacity to analyze multiple perspective and worldviews, positioning and connecting
their own and others perspective on 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 contexts.
4. the capacity to evaluate actions and consequences by identifying and
comparing different courses of action and weighting actions on the basis of
consequences.
 INTEGRATING GLOBAL AND INTERCULTURAL ISSUES IN
CURRICULUM
• Global education to translate abstraction into action, there is a need to integrate global issues
and topics into existing subjects (Klein, 2013, UNESCO, 2014).
• Students can understand those issues across ages, starting in early childhood when presenting
them in developmentally appropriate ways (Boix Mansila and Jackson, 2011: UNESCO,
2015).
• Teachers must have clear ideas om global and intercultural issues that students may reflect on
(Gaudelli, 2006).
• Curricula should promote the integration of knowledge of other people, places, and perspective
in the classroom throughout the year (UNESCO, 2014a).
• Teachers and their students should critically examine textbook and other teaching
resources and supplement information when necessary (Gay, 2015).
• Connecting the global and intercultural topics to the reality, contexts and needs of the
learning group is an effective methodological approach to make them relevant to
adolescent (North-South Centre of the Council of 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 immediate environment (Suarez-
Orosco and Todorova, 2008).
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.
• Group-based cooperative project work can improve reasoning and
collaborative skills that involves topic or theme- based task suitable for various
levels and ages, in which goals and content are negotiated and learners can
create their own learning materials that they present and evaluate together.
• Class discussion is an interactive approach that encourages proactive listening
and reasoning to ideas expressed by peers.
• Service learning another tool that can help students 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.
Attitudes and values integration toward global competence
• Teaching time to a specific subject that deals with human issues and non-
discrimination is an important initial step in values for global competence.
Values and attitudes
• Are partly communication through the formal curriculum
and also through ways, in which teachers and students
how discipline is encouraged and the types of opinions
and behavior that are validate in the classroom
THANK YOU!