COURSEPACK STRUCTURE

Module 2
Globalization and Multicultural Literacy

Module Learning Outcomes

At the end of the module, the students are able to:
define globalization and multicultural literacy
identify the concepts/features of globalization and multicultural literacy
evaluate the value of globalization and multicultural literacy

Module Lessons
Lesson 1: Globalization Literacy
Lesson 2: Multicultural Literacy

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 MODULE 2: GLOBALIZATION AND MULTICULTURAL LITERACY

MODULE OVERVIEW
Welcome to Module 2! This module introduces another dimension of literacy that
you need to learn – globalization and multicultural literacy. You will be able to acquire the
definition, domains and value of global and multicultural literacy as you embrace your role
in the global village.

MODULE LEARNING OUTCOMES

At the end of the module, you should be able to:

✔ define globalization and multicultural literacy.

✔ identify the concepts/features of globalization and multicultural literacy.

✔ evaluate the value of globalization and multicultural literacy.

LESSONS IN THE MODULE

✔ Lesson 1: Globalization Literacy

✔ Lesson 2: Multicultural Literacy

 LESSON 1: GLOBALIZATION LITERACY

INTENDED LEARNING OUTCOMES

At the end of the lesson, you should be able to:
✔ define globalization
✔ identify the objective and subjective domains of globalization
✔ evaluate the value of globalization literacy

TIMEFRAME: 1 week

INTRODUCTION
Hi! Welcome to our second module that focuses on basic information about
globalization. This is a broad topic but we will try to concretize our definition and examples
as much as possible. Here you will accomplish activities that will lead to your thorough
literacy and understanding about globalization in one-week time.

ACTIVITY
“Look-and-Tell” (K-W-L Chart): Can you still recall your lessons in history? Feel
free to supply the chart below by simply recalling any word/phrase that you can associate
to the given word/phrase/name. Choose 3 pictures only, then write your answer on the
corresponding space provided for.
ANALYSIS
I am glad to note your answer to our activity. Based on your answer, kindly analyze
and answer the following questions.
1. Which of the pictures in the activity affected you the most?
2. Can you tell why you were affected with the picture? In what manner did the
picture affect you as a student? a child? a member of the society/nation/country?
3. Do you think students or people from other parts of the globe also experience
this or are also affected by these event/s? Why or why not? Can you cite
instances?
In the succeeding section of this lesson, we will define globalization.
ABSTRACTION
Anthony Giddens (2007) defines globalization as "the intensification of worldwide
social relations which link distant localities in such a way that local happenings are shaped
by events occurring many miles away and vice versa.” This means three things such as
the following (Abuso, 2020: p. 4) :
a. Globalization involves the intensification of social relations
worldwide. Social relations in the form of interactions, conversations,
expression of emotions, etc. is now possible
b. Globalization links worldwide distant localities.
 c. Globalization enables events many miles away to shape local
happenings, and vice versa.
Objective Domain of globalization
Nation-state
The idea of a nation started from the people identifying an “us” form a community
where groups of people share common land, values, beliefs and practices (Jo Ann
Chirico, 2013). Below is the flow diagram of the creation of a nation-state.
Communities
- "us" identity
-sharing of farms or harvest

Empires
-one ruler for all humankind

Nations
-groups of humankind free to govern
themselves
of
Figure 1. The Step-up Processes of the Creation of a Nation-State

Global village
People are living in one big global village with the advent of mass media such as
newspapers, books, radio, television and movies and social media like facebook,
instagram and twitter, (Abuso, 2020). They facilitate communications and interactions
virtually.

Globalization of Ideas
Ideas criss-cross from all over the world and across cultures and races with the
use of smartphones, computers, mp3 players, e-readers and other technologies (Bretaña,
2020).

Subjective Domain of Globalization

Global Citizenship
Global citizenship pertains to a person’s regional or national identity, having the
special rights and duties prescribed in a nation’s government enumerated below (Dupa,
2020: p.12):

a. Respects multiculturalism.
 b. Realizes that unity and cooperation are the basic features of global citizens.
c. Is aware that his/her actions affect the world around him/her.
d. Behaves respectively and acts in an emphatic way.
e. Has a teamwork spirit.
f. Helps other people and appropriates cooperation.
g. Takes the responsibility of global issues concerned with his/her society.
h. Knows his/her duties and rights very well.
i. Acts as an active member of the society for the sake of improving it.
j. Understands that parts of the world are interconnected.
k. Behaves ethically in all situations.
Global Literacy
Global literacy aims to educate students with issues of globalization and act
proactively on issues of racism, diversity and social justice.
This helps the students embrace and characterize the following roles as
members of the global citizenship (Ontario Ministry of Education, 2015, as mentioned in
www.coursehero.com):
a. Respect for humans no matter their race, gender, religion or political perspectives
b. Respect for diversity and various perspectives
c. Promoting sustainable patterns of living, consumption, and production
d. Appreciate the natural world and demonstrate respectful towards the rights of all
living things

APPLICATION

The widespread of the CoronaVirus 2019 global pandemic suddenly and quickly
hit the globe and all its global citizens were affected in many ways such as work, health,
relationships and many others. Being an active member of the global society, can you
give any suggestions to help solve the further spread of COVID-19? What should the
following members of the global society do to stop COVID-19? Write your answer on the
space provided for.
 Governemnt

Frontliners

DepEd

Students

Church

CLOSURE
Congratulations for the job well-done! The next lesson is still related to the first
topic but will give more detailed discussions about Multicultural Literacy as was already
mentioned in Lesson 1.
 LESSON 2: MULTICULTURAL LITERACY

INTENDED LEARNING OUTCOMES

At the end of the lesson, you should be able to:

✔ identify the concepts of multicultural literacy

✔ enumerate the approaches to multicultural literacy

✔ integrate globalization and multicultural literacy

TIMEFRAME: 1 Week
INTRODUCTION
Welcome to Lesson 2!
Here, we will focus on the basic concepts of multicultural literacy. As mentioned in
our previous lesson, the foremost duty and responsibility of a global citizen is to respect
multiculturalism. In doing so, a global citizen needs “to acquire multicultural literacy, which
consists of the knowledge, skills and commitments essential to take action to make the
world more just and humane” (Banks, 2003: p.1). Global citizens should be literate about
diverse cultures that co-exist with everyone around the globe, hence this lesson. Here,
we will try to understand the integration of globalization and multicultural literacy. But first,
take a minute to answer the next activity that requires your simple assessment of your
own cultural identity. I believe it is a must for individuals to know their own selves before
getting acquainted with others. Aja!
ACTIVITY
CULTURAL IDENTITY WORKSHEET
(https://uh.edu/cdi/diversity_education/resources/activities/pdf/diversity%20activities-resource-guide.pdf)

A. Name three cultural identifiers that you identify with most:

1) __________________________________________________________________

2) __________________________________________________________________

3) __________________________________________________________________

B. From the list of identifiers above, select the one you identify with most:

_____________________________________________________________________

C. What do you like most about the cultural identifier that you listed?

_____________________________________________________________________

D. List some stereotypes about your culture that do not apply to you.
_____________________________________________________________________

E. Call five classmates and share your answers and find out similarities and differences
of your respective cultural identities.

ANALYSIS
1. What did you notice in your own cultural identity? How about those of your
classmates’?
These cultural identifiers are just few of the many cultures we create, we
encounter, or we embrace in our family, workplace and communities as we meet, work or
live with two or more individuals (Vega, Prieto and Carreon, 2015). This multicultural
setup is observable in both local and global communities.
In the next section, we focus on multicultural literacy and its integration with
globalization. Read on!

ABSTRACTION
What is multicultural literacy?
Multicultural literacy is both teaching the word and the world Freire (2005), its
people and their practices and being able to understand and accept and coexist with
different peoples of the globe to act as responsible citizens in the global village. It requires
the global citizens to balance unity and diversity, develop cultural, national, and global
identifications, and eventually acquire multicultural citizenship.
According to Banks (2006: p. 129), multicultural literacy “is a movement designed
to empower all students to become knowledgeable, caring, and active citizens in a
deeply troubled and ethnically polarized nation and world.”

Approaches to Multicultural Literacy

Level 4: Social Action

Level 1: Contributions
Heroes, holidays, and
food become a
special focus on a
particular day,
recognaizing the
Students make decisions
Level 3: Transformation about their world and
Curriculum is changed, so become directly involved
Level 2: Additive that students see the in social actions.
Special units and topics world from the different
about various groups are perspective of various
added to, but do not groups
fundamentally alter the
curriculum.

Figure 2. Approaches to Multicultural Literacy

(Banks, 2003, as quoted by Vega et al., 2015: p. 66)

Dimensions of Multicultural Literacy

 There are five dimensions of multicultural literacy as shown in Figure 3 below.

Content
Integration

Empowering
Konwledge
School Culture
Construction
and Social
Process
Culture 5 Dimensions of
Multicultural
Literacy

Prejudice
Equity Pedagogy
Reduction

Figure 3. Five Dimensions of Multicultural Literacy

(Banks, 2003, as mentioned by Vega et al., 2015)

The following explanations are culled from Vega et al. (105: p. 69).
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 area or disciplines.
2. 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. Students 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.
Research also indicates that lessons, units, and teaching materials 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. 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. 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. Research indicates that the academic achievement is increased when
cooperative teaching activities and strategies , rather than competitive ones, are used in
instruction.
5. Empowering school culture and social structure. This dimension 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
APPLICATION
1. As a multicultural citizen, how do you show care towards the locally stranded individuals
during the COVID-19 pandemic?
2. Do you think international linkage and collaboration is necessary to eradicate the global
pandemic? Why?
CLOSURE
Congratulations! You are done with Module 2. You can proceed to the next
Module. Aja!

MODULE ASSESSMENT
I. Multiple Choice: Read each question carefully, and then circle the
letter of your answer.

1. A key problem in cross-cultural communications is

a. Misunderstanding of cultural cues.
b. Negativity on the part of the student.
c. Negativity on the part of the teacher.
d. Lack of facial cues and body language.
2. Dispositions of multicultural education include all of the following except
a. Social justice.
b. Racism.
c. Honesty.
d. Fairness.

3. Student projects that address equity, democratic, and social justice issues in the
community are
a. Meaningful projects.
b. Hands-on projects.
c. Collaborative projects.
 d. Multicultural projects.

4. A philosophy that expects citizens to provide for those persons in society who are
not as advantaged as others is
a. Equality.
b. Equity.
c. Social justice.
d. Democracy.
5. Which of the following concepts describes how mass communication technologies
have created a community that spans the entire world.
a. Globalization
b. Global village
c. Gaia
d. Global Citizens
II. Short Answer
1. How do you define globalization?
2. Why is it important for teachers to respond to the voices of their students, their
families, and the community?
MODULE SUMMARY
Globalization is the intensification of social relationships between and among
nations, whose experiences have been formed by events that occur in distant places.
There are two characteristics of globalization: the objective and subjective domains.
Nation-states, global village, and ideas are just a few of the examples of the objective
domains of globalization. On the other hand, global citizenship is a subjective aspect of
globalization.
Global literacy aims to educate students with issues of globalization and act
proactively on issues of racism, diversity and social justice.
Multicultural literacy is teaching the word and the world. It is a movement designed
to empower all students to become knowledgeable, caring, and active citizens in a deeply
troubled and ethnically polarized nation and world. The four approaches of multicultural
literacy are contributions approach, additive approach, transformation approach, and
social action approach. The five dimensions of multicultural literacy are the content
integration, knowledge construction process, prejudice reduction, equity pedagogy, and
empowering school culture and social structure.
REFERENCES
https://www.britannica.com/topic/Ramadan
www.theacademyarc.com
Abuso, M. G. (2020) . The contemporary world. An unpublished module for the
new general education curriculum.
 Banks, 2003 https://www.lib.umd.edu/binaries/content/assets/public/scpa/2003-
banks.pdf
Banks, J. A. (2006). Race, culture, and education. The selected works of James
A. Banks. Routledge: New York.
Giddens , A. (2007). The consequences of modernity. 1990.page 64

Vega, V.A., Prieto, N.G. and Carreon, M.L. (2015). Social Dimensions of
Education. Lorimar Publishing, Inc. Quezon City
Freire, P. (2005). Pedagogy of the oppressed 30th ed. The Continuum International
Publishing Group, Inc.: New York.
https://essaydocs.org/multicultural-education-in-a-pluralistic-society-9e-donna-m-
go.html?page=17