Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

SAMAR COLLEGES, INC.
Catbalogan City
Tel. Nos. (055) 251 -3021 , 543-881 , Fax (055) 251 -3021

Prof Ed 206
(Building and Enhancing Literacy Skills)

Submitted to:
Mr. Wilson Mabingnay

Submitted by:
Alfrey Malyn Mores
Emmalyn Morada
Mary Joy Basal
Rodelyn Opon
Vince Miguel Bulan

Schedule code: 20210

Time & Day: 6:00 – 7:30 pm (Fri/Sat)
 I. OBJECTIVES
At the end of this lesson, the students should be able to develop a clear and
practical understanding of the following:
 globalization and its implications on both of the national and individual
level;
 cultural and multicultural literacy in the Philippines; and
 one’s personal level of cultural and multicultural literacy.
II. SUBJECT MATTER
A. Topic: Globalization and Cultural and Multicultural Literacies

B. Reference: Building and Enhancing Literacy Skills Book

C. Materials: Power Point Presentation, LCD Projector

III. PROCEDURE
A. Preliminary Activity
 Greetings
Good Morning Everyone!
 Prayer
Okay, someone will lead us in prayer. May I request Ms/r. ___ to lead
the prayer.
 Review
Classmates, did you still remember our previous lesson?

B. Motivation
The Passing of a coin

Mechanics: The game leader will provide a coin; he will be instructing the
game player that this coin will serve as an instrument to see where the coin
goes. When the team player gives the coin to one of the players, then everybody
will sing the "London Bridge is Falling Down" song, and then the player will be
going to pass it to the other player seated next to him/her. When the song stops
along with the coin for a particular player, he/she must answer our question.

Objective of the game: To assess their prior knowledge of the lesson we

are about to discuss.

C. Discussion
Today we are all going to talk about globalization and cultural and
multicultural literacies.
GLOBALIZATION

- Globalization is 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.
(Levin institute. 2017).
- Globalization is a term used to describe how trade and technology have made the
world into a more connected and interdependent place.

THE EFFECTS OF GLOBALIZATION

The effects of globalization are multi - dimensional. As shown earlier, they range
from economic to culture on both national and individual levels.
Meyer (2000) summarizes the effects of globalization as follows:
• economic, political, and military dependence and interdependence between
nations.
• expanded flow of individual people among societies.
• interdependence of expressive culture among nations;
and
• expanded flow of instrumental culture around the world.

Economic Dependence / Interdependence

-The idea that foreign - owned businesses could come into the country and freely
"set - upshot "thereby choking out
local industries were not a welcome thought, even though it was erroneous.
Kentor (2001) notes that foreign capital dependence increases income inequality in
four ways:
(1) It creates a small, highly paid class of elites to manage these investments, who
create many but usually
low pay jobs;
(2) Profits from these investments are repatriated, rather than invested in the host
country, therefore inhibiting
domestic capital information.
(3) Foreign capital penetration tends to concentrate land ownership among the very
rich; and
(4) Host countries tend to create political and economic climates favorable to foreign
capital that in turn limit
domestic labor's ability to obtain better wages. In simple " the rich become richer,
and the
 poor become poorer.

Hout (1980) observes that international dependence (another word for globalization)
tends to suppress adult wages, which in
turn perpetuates the role of children as economic necessities
(the familiar saying “kapag maraming anak, maraming katulong sa hanapbuhay"),
leading to explosive population growth.

POLITICAL AND MILITARY DEPENDENCE / INTERDEPENDENCE

A survey conducted in late 2018 found that three in five Filipinos believe that the
United States would intervene on behalf of the country in case of war (Viray, 2018).
Despite that current very conservative stance of the US on its foreign policies, this
can be taken as evidence of the Philippines’ dependence on both the political and
military power of the US in order to maintain its sovereignty as a nation-state in the
Southeast Asia region. Similar things can be said of Russia and the many communist
nations throughout the World.
The point is that where there are some forms of economic
dependence/independence, political dependence / independence is not far behind,
as the participating nations strive to protect their investments and interests in one
another.

EXPANDED FLOW OF EXPRESSIVE AND ISTRUMENTAL CULTURE

o Expressive culture, as the term suggests, deals with how a particular culture expressive
itself in its language, music, arts and the like.
Globalization encourages the monetization of these cultural artifacts and
their import/export among participating cultures; the increased consumption of
which changes the consuming culture.
o Instrumental culture, on the other hand, refers to "common models of
social order" (Meyer, 2000) 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.

EXPANDED FLOW OF PEOPLE AMONG SOCITIES

- The fact that globalization encourages the movement of people between nation -
states should come as no surprise to us. The Philippine Statistics Authority (PSA)
estimates that there were 2.3 million Overseas Filipino Workers (OFW's) during the
period of April to September 2017, who were responsible for up to 205. 2 billion
pesos in remittances (Philippine Statistics Authority, 2018).
Meyer (2000) observes three reasons for this:
socio -economic migration, political expulsion, and travel /tourism.
(a)Socio - economic migration – explains the Philippines’s OFW. Filipinos travel
abroad to find better economic opportunities for themselves.
(b)Political Expulsion – has more to do with trying to escape the political climate of a
particular country.
(c) Travel for the sake of leisure (i.e... tourism) – Filipinos are able to finance short-
term travels abroad, fueled by curiosity that is fed by social media and enabled by
globalization.

Cultural Literacy

- Cultural literacy is a term coined by Hirsch (1983) referring to the ability to

understand the signs and symbols of given culture and being able to participate it it's
activities and customs as opposed to simply being a passive observer.
 
-Cultural literacy is culture specific, but it is not limited to national cultures, contrary
to what many people assume, the culture of one workplace a be very different from
another, just as the culture of a particular school can differ widely from another
school.

Cultural literacy in the Philippines

The national commission for culture and the arts (NCCA) is the government body
tasked with the documentation, preservation, and dissemination of Philippine
culture, part of how the NCCA is addressing this and related matters is through the
establishment of the Philippine cultural education program (PCEP) which envisions a
nations of culturally literate and empowered Filipinos (NCCA) Design to make cultural
education accessible to all sectors of Philippines.

Cultural Education

Cultural education and the cultural literacy in the Philippines is qui6a challenge,
given that Philippine culture is a complex blend of many indigenous and colonial
cultures and varies widely across regions.

De Leon (2011) coins this propensity for Filipinos to look at their culture and
themselves through western lenses as the Doña Victorina syndrome, a kind of
inferiority complex wherein anything natively Filipino is considered by the Filipinos
themselves as being inferior.

Challenges for Cultural Literacy in the Philippines

 • what kinds of knowledge constitute cultural literacy?
• if cultural is more" caught that taught" should cultural literacy be one of the goals
of education.
• whose cultures must we be literate into be considered " Cultural literate."
• Is cultural literacy education simply a means for the dominant culture to express
it's dominant over minority cultures.
• How is cultural literacy to be assessed and evaluated how can we know someone’s
is culturally literate?

MULTICULTURAL LITERACY
 As cultures begin to mix and change as a result of globalization, conflicts inevitable arise
over identity, values, and worldviews.

 The ability to understand and appreciate the parallels and differences between customs,
values, and beliefs of your culture and a different culture.

 Multicultural literacy as a set of skills and knowledge is difficult to define because of how
it changes depending on the contexts in which it is discussed.

In America, multicultural literacy has very strong leaning towards knowing or

identifying the poly-ethnic origins of knowledge with the express goal of fostering
equality, diversity, and social justice.
This is in direct to the “Euro-centric” and “white-dominant” traditions of education
that in the eyes of American cultural minorities (particularly the blacks) is a form of
racial injustice.

Meanwhile, in Europe, multicultural literacy comes more in the form of

Intercultural Communication Competence (ICC),
o As a composite of skills, abilities, attitudes, personality patterns, etc. necessary
for clear and productive communication with cultures other than our own. (Dusi,
Messetti, Steinbach, 2014)
o “a complex of abilities needed to perform effectively and appropriately when
interacting with others who are linguistically and culturally different from
oneself.” (Fantini, 2006)

Multicultural literacy consists of perspectives attitudes and beliefs about

cultures that affect the manner in which we communicate and the motives
behind our communication.
Here are some examples:
1. Be Selfless An attitude of Selflessness – one that us less concerned with
how I feel and more concerned with how I am making
others feel.
2. Know that Simply acknowledging that good ideas and products have
good and useful come from cultures we might not like goes a long way in
things can (and preparing our minds to perceive them as being equally
do) come from valuable.
those different
from us
3. Be willing to There must be a compromise: a reciprocal adjustment of
compromise demands and expectations to accommodate what other party
is willing to give.
4. Accept that At some point however, one both cultures will be
there are limits unwilling/unable to adjust their wants for the sake of the
other any further. Beyond this point the productivity of the
interaction drops and one must either change the purpose of
interaction or walk away, accepting that what you want
cannot be had from that particular source. Attempting to force
the party to adjust only results in misunderstanding, hurt and
conflict.

ISSUES IN TEACHING AND LEARNING MULTICULTURAL LITERACY IN THE

PHILIPPINES
A number of important issues stand in the way of Philippine educators attempting to learn
multicultural literacy for themselves and teach it in turn to others, which are different from
what can be found in Western literature. Particularly those of the United States.

1. Conflicting Requirements for Peace

 The heart of multicultural literacy is peace among different cultures-that is,
productive and non-violent interaction.
 Take for example the Israeli/Palestinian conflict, which is really a conflict over
territory.
 On a more personal immediate front, Lam reminded of an activity a fellow
teacher conducted in her class where she asked her students to write down
how they defined "peace." One student revealingly wrote: "Peace is when get
what I want,"

2. Nationalistic and Regionalistic Pushback

 The increasing demand for multicultural sensitivity, inclusion, and diversity in
the recent years has also given rise to resistance from groups who believe
that their identity is being "watered-down" by the needed compromises.
  Case in point is the very recent proposal of "Ortograpiya ti Pagsasao riga
Bokano" by officials of the Komisyon ng Wikang Filipino (KWF) in October of
2018.

3. The Persistence of the Problem

 Multicultural literacy might seem to just be a matter of "good common
sense," and understandably so, no one actively desires to experience
discrimination.
 "If you don't do it to me. I won't do it to you."

4. The Question of Value

 Another issue in teaching and learning multicultural literacy is better posited
as a question: "Why should I treat people of another culture with respect? “
 What if, for a certain culture, it is easier to just destroy anyone who opposes
them rather than expend the effort needed to come to a mutual
understanding?
 And how many times have we justified such behaviour "because of the
circumstances" or "because everyone else is doing it"?
 Why should I value another culture, another society, another person more
than myself and my own?

ENHANCE
A majority of research on multicultural literacy stems from the West, specifically the
United States, and focuses on teaching teachers to be more multicultural in these
pedagogies.
Learn about other cultures - Banks (1991) posits that the first step to teaching
multiculturalism is knowing about cultures that are not your own.

Familiarize yourself with how discrimination and prejudice appear in your

own culture - Boutte (2008) and Banks (1991) agree that teachers must be able to
identify and confront patterns of discrimination and prejudice in their own lives before
they can teach their students to do the same.

As you are, so will you behave - Key to genuine multicultural literacy is core values
--that is, what you, the teacher, really believe about people who are different from you;
not the kind of belief that you can just say you possess when talking to your class, but
the kind that determines your behavior when you think no one is watching.

D. Evaluation