BUILDING AND ENHANCING NEW LITERACIES

ACROSS THE CURRICULUM

(SEd Prof. 312/EEd Prof 312/TLEd Prof 312/PEd Prof 312)

A Self-Paced Learning Module for College Students

MODULE 3

Multicultural and Global Literacy

Dr. Judith E. Daracan

Dr. Manuel B. Cabungcal Jr.
I- Title of the Module : Multicultural and Global Literacy

Sub-Topics:

I-Context of Multicultural and Global Literacy

II-Principle of Multicultural Education
III-Principle of Multicultural Education
IV-Multicultural and Global Literacy Across the Curriculum
V-Dimensions of Multicultural Teaching
VI-Importance of Multicultural Education
VII-Creating a Multicultural Education

II. Overview/Introduction

In today’s era, classrooms now are oftentimes heterogenous in composition. Our

learners now came from different race, ethnic backgrounds, socio- economic statuses,
genders and sometimes ages group together with an unexplainable behavior, problems
and mind- that somehow teachers find it difficult to handle and making the learners
become responsive and motivated to learn is another question that needs an immediate
answer.

This module presents concepts on multiculturalism, multicultural education,

multicultural and global literacy. And different insights on how an educator become
culturally responsive amidst new and advance technological world we live in.

III. Learning Outcome/Objective

At the end of this module, the students should be able to:

1. Define multicultural literacy and global literacy.

2. Discuss multicultural education.

3. Explain why multicultural education is important in the classroom.

4. Analyze the principle of multicultural education.

5. develop teaching strategies for teaching multicultural education.

IV- Learning Content /TOPICS

I- Context of Multicultural and Global Literacy

Why is there a need for us to study multicultural and global literacy?

According to Banks(1996), Multicultural Literacy consists of the skills and ability

to identify the creators of knowledge and their interests , to uncover the assumptions of
knowledge, to view knowledge from diverse ethnic and cultural perspective, and to use
knowledge to guided action that will create a humane and just world (Boutte, 2008).

-With this, Multicultural Literacy then, 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 within our communities.

-Because of the growing racial, language and ethnic diversity in our country,
Multicultural Literacy needs to be transformed in substantial ways to prepare students to
function effectively in the 21st Century (Boutte, 2008).

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

- It is then necessary that we need to teach students to be advocates for

multiculturalism, we are also sending a message of empathy and tolerance in
schools as a need to develop deeper understanding of others and appreciation of
different cultures (Banks, 2003).

- With this, in order for students to develop these attitudes and skills, it requires
basic knowledge prior to teaching students how to question assumptions about
cultural knowledge and how to critique and critically think about these important
cultural issues, which is what essentially makes Multicultural Literacy a
21st Century Literacy (Banks, 2003).

What is Global Literacy?

 Global Literacy aims to address issues of globalization, racism, diversity and
social justice (Guo, 2014). It requires awareness and action, consistent with a broad
understanding of humanity, the planet, and the impact of human decision on both.
Global Literacy also aims to empower students with knowledge and take action to make
a positive impact in the world and their local community.

According to the Ontario Ministry of Education (2015) A global citizen

should display most or all of the following characteristics:

1. Respect for humans no matter their race, gender, religion or political

perspectives.
2. Respect for diversity and various perspectives.
3. Promoting sustainable patterns of living, consumption, and production.
4. Appreciate the natural world and demonstrate respectful towards the rights of
all living things.

How are Multicultural and Global Literacy Interconnected?

Every classroom contains students of different race, religion, and cultural groups.
Students embrace diverse behaviors, cultural values, patterns of practice, and
communication. Yet they all share one commonality: their educational opportunity.

Teachers should teach their students that other cultures exist and that these
deserve to be acknowledged and respected. Integrating a variety of cultural context into
lessons and activities, teaches students to view the world from many angles, creates a
respect for diversity and enables students to learn exciting information. As classrooms
become increasingly more diverse, it is important for educators to acknowledge an
address diversity issues and to integrate multiculturalism information into the classroom
curriculum.

MULTICULTURAL AND GLOBAL LITERACY

Multicultural literacy

- refers to the skills involved when uncovering bias in regards to culture, as well
as the ability to take different perspectives to gain a more humane perspective.

Multicultural literacy consists of the skills and ability to identify the creators. of

knowledge and their interests (Banks, 1996), to uncover the assumptions of knowledge,
to view knowledge from diverse ethnic and cultural perspectives, and to use knowledge
to guide action that will create a humane and just world.
Why is multicultural literacy important?

1. This will served as a powerful tool in enabling students to gain a better

understanding of both their own culture and the cultures of others. Through this
deeper knowledge, relationships can be strengthened, bridging the gap between
students from diverse cultural backgrounds (Hseu & Hetzel, 2000).

2. Students may develop greater cognitive skills as they learn to engage with and
critically evaluate the texts that they read.
3. It promotes cultural sensitivity.

Suzanne Evans (2010) conducted research on critical literacy using a range of

multicultural picture books. Her aim was to determine whether student perspectives on
diversity and the acceptance of others altered once they were exposed to multicultural
texts. Evans concluded that exposure to multicultural literature increased students’
awareness of the various social practices, values and belief systems of other cultures.

5. It promotes empathy and unity

- being multicultural literate, it fosters positive self-esteem and prevents students

from feeling isolated. It has the ability to nurture respect, empathy and acceptance
among all students (Steiner et al, 2008). 

6. It Promotes cross-cultural friendship

- According to Steiner et al., 2008). Sharing stories portraying cultural diversity can
foster the belief that race is not a barrier, but rather a contribution to the beauty of
our multicultural world.

-It surely help promotes the interaction of children across differing ethnic
backgrounds

7. Helps students look critically at the world

- Exposing students to Multicultural literature can help students develop global

awareness by introducing them to current cultural issues. When students vicariously
experience the feelings and emotions of others through literature, they are
encouraged to look critically at the world and gain a greater understanding of the
global community (Monobe & Son, 2014).

8. Encourages identity formation

Multicultural literature can also assist students with their identity formation (Hseu
& Hetzel, 2000). Identity formation is important in the social development of all children,
as it gives them a sense of belonging and acceptance in society.
Globalization & Cultural and Multi-Cultural Literacy

One could think that globalization is only a matter of industry and business, and
that education as a moral process is not part of this development. However, if we
understand education as a part of the information business, education systems can be
seen as the core of the globalization process (Vega et. al., 2009). Not only with the
advent of ICT that globalization is put forth, but with the ever connectedness of people
in other aspects of living such as religion, labor, trade, leisure, international relations
and others.

The Levin Institute in 2017 defined globalization as the process of interaction and
integration between people, business entities, governments, and cultures from other
nations, driven by international trade and investment and supported by information
technology. One good illustration of this definition is the conduct of Olympic of SEA
Games. As the Philippines hosted the event in 2019, Malaysians, Vietnamese, Qataris,
Singaporeans and other nationals came over with their own culture. As they stayed here
for weeks, they immersed themselves with the foods, language, fashion, culture and
even architecture. As they go home to their countries, they realize that they like
something that they saw and experience in the Philippines. They may t hen adopt in
their countries voluntarily. The Filipinos in the same manner may have seen things from
the visitors that they could adopt for themselves.

Expanded Flow of Expressive and Instrumental Culture Around the World

The K-drama and KPOP music and culture have become a “hot-cake” in the
Philippines among the youths and other segments of the society. The popularity of this
Korean art and culture have practically Koreanize Filipinos in foods, skin-care, haircut,
apparel and even language.

Meyer (2000) describes instrumental culture as the common models of social

order – that is, models or ways of thinking about and enacting national identity, nation-
state policies both domestic and foreign, socio-economic development, human rights,
education and social progress. No wonder why our education system is patterned from
American model as it is perceived as a global leader in the field.
Cultural Literacy

Culture is not “one size fits all”. As the cultural environment changes, we must
adapt to the given standards. Our behavioural patterns change dramatically from one
cultural context to another. We are expected to behave according to the standards of
the group. We may choose not to behave in accordance with our cultures or else
endure a never-ending struggle (Vega et. a., 2009).

Cultural literacy is not knowledge alone- it is immersion. One needs to

understand the signs and symbols of a given culture and being able to participate in its
activities and customs as opposed to simply being a passive observer. The signs and
symbols of a culture include both formal and informal languages, its idioms and forms of
expression, entertainment, values, customs, roles, traditions and the like – most of
which are assumed and unwritten. Thus, they are learned by being participative of the
culture.

This is to say that to be culturally literate with the Ifugaos, one has to eat the
pinikpikan, drink the tapoy, dance the gong music, wear the g-string, chew the itso,
speak their dialect, etc. By this, it is then said that cultural literacy is culture-specific but
it is not limited to national cultures. The culture of one workplace can be different from
another, as people in an institution may come from various places locally or abroad just
as the culture of one campus of a university can differ widely from another campus or
school.

Global literacy promotes and encourages everyone to possess the following:

1. Inquiry, reasoning and problem solving

-One of the goals of being a globally literate individual is to be fully aware of

the diversity of cultures that exist in the whole world, for them to become
rational thinkers and be of help lessen or eradicate prejudices and racial
and discrimination among different races.

2. Collaboration

- Everyone is interconnected now because of the idea of globalization,

hence it is expected that we work hand in hand with other country.

3. Communication and an understanding of world languages and cultures

 - somehow our respective language and dialects lessen our collaboration
and cooperation with other races, hence, preparing our learners to be
globally literate will surely lessen the barriers and problems with regards to
language.

4. An understanding of globalized systems and political realities

-Giving due respect to one’s laws, customs, traditions and political cultures
will surely help us attain peace and unity.

5. Responsible global citizenship

- being globally literate will surely help us become respectful and sensitive to
one’s government and laws. It controls our behavior and help us become
good citizen.

6. Respect for diversity

- it is expected that we wish for a non-violence and non- discriminating

society, hence, being globally literate will surely help us become respectful
on one’s race, ethnic background and cultures.

7. An understanding of the skills and technologies that are necessary for life in
the 21st century

- it is a must now to be a globally literate, to cope with the everchanging

technological world we live in. We need to be globally competitive, therefore,
we must prepare every learner to be globally literate.

8. The ability for students to become advocates for themselves and their
city/state/country.

- this is the age of millennials, thus, this brings awareness of the possibilities
and constraints facing the world's people.

-Students who are globally literate are able to think critically about the world
and the role that they play in it. Globally literate students are empowered to
affect positive change in the world.

According to the Asia Society based in New York City, to work, produce, and
participate in a global society, young people need the following:

1. Knowledge of other world regions, cultures, and global/international issues

2. Skills in communicating and collaborating in cross-cultural environments and
in languages other than English, and in using information from different
sources around the world, and
 3. Values of respect and concern for other cultures, peoples, and places.

https://www.gvaschools.org/apps/pages/index.jsp?
uREC_ID=409022&type=d&pREC_ID=891650

Global literacy involves learning about other world regions through arts and
culture, language, economics, geography, mathematics, and science. It can be
interwoven through a variety of projects and activities, including performances, festivals,
celebrations, sports, games, and food, as well as various approaches to learning such
as themes, simulations, leadership training, peer education and mentorship,
apprenticeships, and authentic experiences via travel and technology.

Global literacy is not a separate subject, but rather a perspective that informs and
modernizes every academic subject and area of cognitive and social development.

Young people who are globally literate have attained a range of competencies that
enable them to connect, collaborate, and compete with peers around the world. For
example, they:

1. Acquire essential global knowledge and understanding.

- Young people become aware and examine and sincerely understand world
regions, current events, and global issues, hence, recognizing how international
systems are interconnected and interdependent.

2. Students may view the world from multiple perspectives. 

- Students may have now the ability to analyze, evaluate and participate about
global and local issues from different points of view. They may now thinking
creatively and critically about the complex interconnections between global issues
and individual realities.

3. Students may communicate across cultures and boundaries.

- being globally literate, they can participate effectively in diverse cultural

situations, and use language, technology, and collaboration skills to access
information about and from the world and communicate effectively.
4. Learners may take responsibility for their own learning and for the planet.

-if students are globally literate, they may learn about and engage with critical
global issues, making ethical decisions and responsible choices that contribute to
the development of a more just, peaceful, and sustainable world.

II-MULTICULTURAL EDUCATION

Multicultural education is an idea, an educational reform movement, and a

process (Banks, 1997).

- As an idea, multicultural education seeks to create equal educational

opportunities for all students, including those from different racial, ethnic,
and social-class groups.

It supports the idea that students and their backgrounds and experiences
should be the center or the focus of their education and that learning
should occur in a familiar contact that attends to multiple ways of thinking.

- Multicultural education tries to create equal educational opportunities for

all students by changing the total school environment so that it will reflect
the diverse cultures and groups within a society and within the nation's
classrooms.

- Multicultural education is a process because its goals are ideals that

teachers and administrators should constantly strive to achieve.

-Multicultural education is an idea, an approach to school reform, and a movement for

equity, social justice, and democracy. Specialists within multicultural education
emphasize different components and cultural groups. However, a significant degree of
consensus exists within the field regarding its major principles, concepts, and goals.

GOALS OF MULTICULTURAL EDUCATION

1. According to James banks(2001) the primary goal of Multicultural education is to

transform the school so that students either male or female, exceptional students,
and students from diverse cultural, social class, racial, and ethnic groups
experience an equal opportunity to learn.
2. One major goal of multicultural education is to restructure schools so that all
students acquire the knowledge, attitudes, and skills needed to function effectively
in an ethnically and racially diverse nation and world.
3. Multicultural education seeks to ensure educational equity for members of diverse
racial, ethnic, cultural, and socioeconomic groups, and to facilitate their participation
as critical and reflective citizens in an inclusive national civic culture.

Read more: Multicultural Education - History, The Dimensions of Multicultural

Education, Evidence of the Effectiveness of Multicultural Education - Students,
Cultural, Ethnic, and School -
StateUniversity.com https://education.stateuniversity.com/pages/2252/
Multicultural-Education.html#ixzz6T5Bp9Nmg

4. One of its important goal of ME is to help students acquire knowledge,

attitudes, and skills needed to function effectively in this pluralistic
democratic society and to be able to negotiate, interact and communicate
with all other people regardless of their race to create a civic and moral
community that works for the common good.

5. Another important goal of ME is to help the learners acquire the knowledge and
commitment they needed to make a reflective decisions, and to be able t perform
personal, social, and civic actions that promotes democratic living.
6. ME provides opportunities for students to develop their sense of personal and civic
efficacy, and faith in their ability to make great changes in their respective
institutions or place in which they live.
7. James Banks gives this related goal of ME, for him, to help all students develop
more positive attitudes toward different racial, ethnic, cultural , and religious groups,
there must be a transformation in the curriculum, hence, he gave these four
approaches.

FOUR APPROACHES TO MULTICULTURAL EDUCATION

1. Contributions approach
-It is been a practice in our curriculum that we celebrate special holidays and day
for our national heroes, hence, this is one way to develop our ethnicity and
culture.
2. Additive Approach
- In our curriculum we include special topics, unit or course of which we
incorporate diversity of cultures, though no substantial change is made to the
curriculum as a whole.
3. Transformation Approach
- Students are taught to view events and issues from diverse ethnic and cultural
perspective.
4. Social Action Approach
- it goes beyond the transformation approach. Students become directly involved
in solving related problems, this approach promotes decision making and social
action in order for the students to achieve multicultural goals and vibrant
democracy. (Sadker and Sadker,2003)

III-PRINCIPLE OF MULTICULTURAL EDUCATION

Parekh (1986) sets the over all tone of multicultural education in his judgement.

For him, ME is “good education for all children”

- According to him, to endorse ME is not to imply that the entire education

system should be destroyed or that Anglocentric cultural dominance
existing in schooling should merely be replaced with the d

- ominance of ethnic cultures, neither is to deny the need for common

national culture.

- It simply says that education system needs to be improved by becoming

less culturally monolithic, rigid, biased, hegemonic, and ethnocentric.

To further understand , let us define the following:

“monolithic culture” -refer to a society where everyone shares the same belief
system, the same kinship-based myth of tribal origin, the same language, and the same
general worldview, with little or no cultural mixture and very few or no minority
subgroups in the same geographic region — or if minorities do exist, they are isolated
and segregated in their own geographic enclaves.

In Marxist philosophy, cultural hegemony is the domination of a culturally diverse

society by the ruling class who manipulate the culture of that society — the beliefs and
explanations, perceptions, values, and mores — so that the imposed, ruling-class
worldview becomes the accepted cultural norm; the universally valid.

Ethnocentrism -is a major factor in the divisions among members of different

ethnicities, races, and religious groups.

-It's the belief that one's ethnic group is superior to another.

 -Ethnocentric individuals believe they're better than other individuals for reasons
based solely on their heritage. Clearly, this practice relates to problems of both racism
and prejudice.

-This comes in stark contrast to xenocentrism - the belief that someone else's
culture is superior to their own. For example, you might meet a pure blooded
Pampangeno who insists Ilocano culture is better than the Visayan way of living.

In truth, both ideals are a bit skewed. However, you'll see in these examples of
ethnocentrism that the practice is not only absurd, but potentially fatal.

Cultural homogeneity. Another aspect of national identity is cultural homogeneity, or

a sense of pride in one's culture, nationality and common background with fellow
citizens.

- One explanation may be the role of the media, that promote one culture and
encourage migrant groups to follow the ruling culture.

Let us always remember that the principle of Multicultural Education are;

Cultural pluralism is a term used when smaller groups within a larger society maintain
their unique cultural identities, whereby their values and practices are accepted by the
dominant culture, provided such are consistent with the laws and values of the wider
society.

- a condition in which minority groups participate fully in the dominant society, yet
maintain their cultural differences. a doctrine that a society benefits from such a
condition.

The prevailing norm in educational decision making and operating procedures should
be CULTURAL PLURALISM AND HETEROGENEITY, instead of cultural hegemony of
homogeneity.

HETEROGENEITY

- The process of adoption of elements of global culture to local cultures is known as

glocalization or cultural heterogenization.
 Some scholars like Arjun Appadurai note that "the central problem of today's global
interaction is the tension between cultural homogenization and cultural
heterogenization".

IV-MULTICULTURAL AND GLOBAL LITERACY ACROSS THE CURRICULUM

School is one of the most popular avenue for us to acquire knowledge, skills,
and values in order to better understand the individuals and the society. However, it has
been evident that people, nowadays, have left cultural sensitivity aside despite the level
of education they have received.

With globalization and modernization it is inevitable for everyone to learn and

accept intercultural learning.

First, bridging cultural gaps would allow one to understand the reason
behind the different practices of people from all over the world. Without opening
ourselves to diversity we would not know that Maranaos, for example, are different from
the Iranons even though they are both ethnic groups in Mindanao. They may have
reside in the same archipelago, but in so many ways, their everyday practices are very
different from one another. That mere difference in their way of life would give us a
glimpse of their unique culture which would eventually lead us to be well-rounded
people.

In school, we have seen that the way people dress, speak, and act reflect a
certain culture. With this, we could already say that “our culture is our identity”. Learning
cultural differences then, is learning how to accept another’s identity. It is a way of
understanding their differences in order for us to learn how to respect one’s individuality
and promote peace in the society.

Second, intercultural learning helps inculcate values such as empathy,

open mindedness, respect, and inclusivity.

-Empathy is seen in the way one would learn not to judge a person based on their
personality, cultural background, race and familial upbringing. It is a way for us to put
others in our own shoes and be understanding of how they feel in the society.

-Open mindedness is then practiced when one have learn not to isolate himself in a
single culture or practice. For example, in attending an event with the Muslim
community, especially with the Maranaos who wear malongs and hijabs, one must learn
how to dress sensitively. Non-Muslim people must learn to adjust and dress
conservatively in order to show respect for their belief and respond positively to their
cultural practice.

Furthermore, the value of respect is one of the most vital. It reflects the level of
humanity we have towards others. We Filipinos, are often known for this trait, especially
with the use of “po” and “opo”. As time goes by, we must not forget to continue this
tradition of ours and always practice the value of respect. Greet the elderly people with
outmost respect and continue our traditional conjunctions. With this, we can ensure a
peaceful community where an environment of discrimination can be prevented.

The value of belongingness, intercultural learning allows us to make everyone feel

like they are part of the general whole. In the Philippines, a country that is rich in ethnic
groups as such as Badjao, Tausug, Ilonggo, Maguindanaon and others, one must learn
to view and show them that they are individuals who are part of one nation. In fact, in
order to achieve a united nation, it is vital that the sense of belongingness exists in each
individuals. Never forget to show others that they belong and that they not strangers.
Instead of hurting people, spread love and acceptance.

DIMENSIONS OF MULTICULTURAL TEACHING

The Five Dimensions of Multicultural Education

James Banks identified Five dimensions of ME.

1. Content integration

-It deals with the extent to which teachers use examples and content from a variety of
cultures and groups to illustrate key concepts, generalizations, and issues within their
subject areas or disciplines. (Banks, 1995a).

2.The knowledge construction process

-It describes how teachers help students to understand, investigate, and determine how
the biases, frames of reference, and perspectives within a discipline influence the ways
in which knowledge is constructed within it (Banks, 1996). Students also learn how to
build knowledge themselves in this dimension.

3. Prejudice reduction

-It describes lessons and activities used by teachers to help students to develop positive
attitudes toward different racial, ethnic, and cultural groups. Research indicates that
children come to school with many negative attitudes toward and misconceptions about
different racial and ethnic groups (Phinney & Rotheram, 1987). Research also indicates
that lessons, units, and teaching materials that include content about different racial and
ethnic groups can help students to develop more positive intergroup attitudes if certain
conditions exist in the teaching situation (Banks, 1995b). These conditions include
positive images of the ethnic groups in the materials and the use of multiethnic
materials in a consistent and sequential way.

4. An equity pedagogy

-It exists when teachers modify their teaching in ways that will facilitate the academic
achievement of students from diverse racial, cultural, and social-class groups (Banks &
Banks, 1995). Research indicates that the academic achievement of students is
increased when cooperative teaching activities and strategies, rather than competitive
ones, are used in instruction (Aronson & Gonzalez, 1988).

-Cooperative learning activities also help all students, including middle-class White
students, to develop more positive racial attitudes.

5. Empowering school culture and social structure

-This is created when the culture and organization of the school are transformed in
ways that enable students from diverse racial, ethnic, and gender groups to experience
equality and equal status. The implementation of this dimension requires that the total
environment of the school be reformed, including the attitudes, beliefs, and action of
teachers and administrators, the curriculum and course of study, assessment and
testing procedures, and the styles and strategies used by teachers.

To implement multicultural education effectively, teachers and administrators

must attend to each of the five dimensions of multicultural education described above.

1. They should use content from diverse groups when teaching concepts and
skills, help students to understand how knowledge in the various disciplines is
constructed,

2.They should help students develop positive intergroup attitudes and behaviors,

3. They should modify their teaching strategies so that students from different
racial, cultural, and social-class groups will experience equal educational opportunities.

4. The total environment and culture of the school must also be transformed so
that students from diverse ethnic and cultural groups will experience equal status in the
culture and life of the school.

CREATING A MULTICULTURAL CLASSROOM

Multiculturalism and Curriculum Development

How can teachers establish linkages between multicultural education and the disciplines
and subject matter content taught in schools?

One approach is to filter multicultural education through two categories of

curriculum development: reality/representation and relevance.

1. Reality/Representation

A persistent concern of curriculum development in all subjects is helping

students understand the realities of the social condition and how they came to be as
well as adequately representing those realities. Historically, curriculum designers have
been more exclusive than inclusive of the wide range of ethnic and cultural diversity that
exists within society. In the haste to promote harmony and avoid controversy and
conflict, they gloss over social problems and the realities of ethnic and racial identities,
romanticize racial relations, and ignore the challenges of poverty and urban living in
favor of middle-class and suburban experiences.

School curriculums need to reverse these trends by also including equitable

representations of diversity. For example, the study of American literature, art, and
music should include contributions of males and females from different ethnic groups in
all genres and in different expressive styles.

2.Relevance

Many ethnically diverse students do not find schooling exciting or inviting;

they often feel unwelcome, insignificant, and alienated. Too much of what is taught has
no immediate value to these students. It does not reflect who they are. Yet most
educators will agree that learning is more interesting and easier to accomplish when it
has personal meaning for students. Students from different ethnic groups are more
likely to be interested and engaged in learning situations that occur in familiar and
friendly frameworks than in those occurring in strange and hostile ones. A key factor in
establishing educational relevance for these students is cultural similarity and
responsiveness (see Bruner, 1996; Hollins, 1996; Wlodkowski & Ginsberg, 1995

How to create a Multicultural Classroom?

CREATE A CULTURALLY -RESPONSIVE TEACHING

Cultural-Responsive teaching acknowledges cultural diversity in classrooms and

accommodates this diversity in instruction.
There are three important ways to take note when establishing a Cultural-Responsive
Teaching:

1. Recognizing and accepting student diversity

- Teachers must welcome and value their students as human being regardless of their
ethnicity, cultural backgrounds and genders.

2. Building on students’ cultural backgrounds

- Teachers must communicate and establish positive images about students’ origin and
home cultures and not to discriminate or isolate them from other students.

3. Being Responsive to different learning styles

-Teachers are expected to build, enhance and empower her/his students’ strengths and
uses these to help her/his learners enjoy learning in a positive culturally- responsive
teaching-learning process.

Hence, to work effectively with students from different cultures, teachers must
understand their cultures. Teachers must develop students’ personal pride of their own
cultures. He should develop in them a learning environment that meets the emotional
needs of each learners.

V- Teaching-Learning Activities

Direction: Give keypoints or important keywords that summarizes your

understanding about the following:
1. Multicultural Literacy
Key Point/Keywords Your own explanation
about Multicultural
Literacy

1.

2.
3.

4.
2. Global Literacy
Key points/Keywords Your Own Explanation
about Global Literacy
1.

2.

3.

3. Multicultural Education
Key points/Keywords Your Own Explanation
about Multicultural
Education
1.

2.

3.

4.

VI- Recommended Reading Materials

Read more: 
Multicultural Education - History, The Dimensions of Multicultural Education, Evidence
of the Effectiveness of Multicultural Education - Students, Cultural, Ethnic, and School -
StateUniversity.com https://education.stateuniversity.com/pages/2252/Multicultural-
Education.html#ixzz6T5Bp9Nmg

VII- Flexible Teaching -Learning Modality

-Asynchronous and synchronous

VIII- Assessment Task

Answer the following in an essay form:

1. As a future teacher, how do you incorporate multicultural education in the classroom?

2.Why is multicultural education important for all students?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
______________________________________________________________________

3.What are the disadvantages of multiculturalism in education?

______________________________________________________________________
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IX-References

Banks, J. A. (1995a). Multicultural Education: Historical Development, Dimensions, and

Practice. In J. A. Banks & C. A. M. Banks (Eds.). Handbook of Research on
Multicultural Education (pp. 3-24). New York: Macmillan.

Banks, J. A. (1995b). Multicultural Education: Its Effects on Students' Racial and

Gender Role Attitudes. In J. A. Banks & C. A. M. Banks (Eds.). Handbook of Research
on Multicultural Education (pp. 617-627). New York: Macmillan.

Banks, J. A. (Ed.) (1996). Multicultural Education, Transformative Knowledge and

Action. New York: Teachers College Press.

Banks, J. A. (1997). Multicultural Education: Characteristics and Goals. In J. A.

Banks & C. A. M. Banks, (Eds.). Multicultural Education: Issues and Perspectives (3rd

ed., pp. 3-31). Boston: Allyn and Bacon.

Banks, C. A. M. & Banks, J. A. (1995). Equity Pedagogy: An Essential Component of

Multicultural Education. Theory into Practice, 34 (3), 151-158.

Bailey, C. T. (2000). The role of cultural factors in school relevant cognitive functioning:
Synthesis of findings on cultural context, cultural orientations, and individual differences.
(ERIC Document Reproduction Service No. ED 441 880) Bruner, J. (1996).