MODULE 5

Multicultural and Global

Literacy
Multicultural Literacy

Multicultural literacy consists of the skilis and ability to

identify t creators of knowledge and their interests, to
reveal assumptions of knowledge. (Bank, 1996)

to reveal assumptions of knowledge, to view knowledge

from diverse ethnic al cultural perspective, and to use
knowledge to guide action that w create a humane and just
world. (Boutte, 2008)
 Accordingly,
education for multicultural literacy
should help students to develop
the 21st century skills and attitudes
that needed to become active
citizens who will work toward
achieving social justice within
communities.
 GLOBAL
LITERACY
 Global literacy aims to address issues of
globalization, racism, Holty and social
justice (Guo, 2014).
It requires awareness and on, consistent
with a broad understanding of humanity,
the planet, a the impact of a human decision
on both. It also aims to empower fents with
knowiedge and take action to make a
positive impact in world and their local
community (Guo, 2014).
 According to the Ontario
Ministry of Education (2015),
- a globall an should possess the
following characteristics:
1) respect for hens regardless of race, gender,
religion or political perspectives;
(2) respect for diversity and various perspectives
mote alnable patterns of living, consumption, and
production;
feclate the natural world and demonstrate respect
on the rights of ling things.
The OECD Global Competence Framework
Understand and
Examine local, appreciate the
and global perspectives and
world views of
intercultural others.
issues
Global
Competence
Take action for
Engage in open,
collective well- appropriate and
being and effective interactions
sustainable across cultures
development
Global Compentence
The desire to participate in interconnected,
complex diverse socieues has become a
pressing need. Kecognizing roles of schools
in preparing the youth to participate in the
wor the OECD's Program for International
Student Assessment (PIS) developed a
framework to explain, foster and assess
stude global competence. This design
serves as a tool for policymake leaders and
teachers in fostering global competence
student worldwide.
Schools play crucial role in helping young
people to develop global competer. They
can provide opportunities to critically
examine global
developments that are significant to both
the world and to their lives.They can teach
students how to critically, effectively on
responsibly use digital information and
social media platforms.
The Need for Global Competence

1. To live harmoniousy in multicultural communities. Educatia for

global competence can promote cultural awarenes and purposeful
interactions in increasingly diverse societle (Brubacker and Laitin,
1998; Kymlicka, 1995: Sen. 2007. People with diverse cultures are
able to live peacefully, respect. differences, find common solutions,
resolve conflicts and leam to live together as global citizens (Delors,
et. al., 1996; UNESCO, 2014b). Thus, education can teach students
the need to address cultural biases and stereotypes.

2. To thrive in a changing labor market. Education for global

competence can boost employability effective
communication and appropriate behavior within diverse
teams uning technology in accessing and connecting to the
world (British Council, 2013).
3. To use media platforms effectively and responsibly. Radical transformations
in digital technologies have shaped young people's outlook on the world, their
interaction with others and their perception of themselves. Online networks,
social media and interactive technologies give rise to new concepts of learning,
wherein young people exercise to take their freedom on what and how they
leam (Zuckerman, 2014).

4. To support the sustainable development goals. Education for global

competence can help form new generations who care about global issues
and engage in social, political, economic and
enviromental discussions.
 Dimensions of Global Competence:
Implications of Education
Dimensions 1: Examine issues of local, global and cultural significance
This dimension refers to globally competent people's practices of
blively utlizing knowledge about the world and critical reasoning in ing their
own opinion about a global issue. People, who acquire a mature level of
development in this dimension, use higher-on thinking skills, such as
selecting and weighing appropriate eviden to support arguments about
global developments.

Dimension 2: Understand and appreciate the perspectives and world views

of others. This dimension highlights that globally competent people willing
and capable of considering other people's perspectives o behaviors from
multiple viewpoints to examine their own assumption
Dimension 3: Engage in open, appropriate and effective interaction across cultures
• This dimension describes what globally competent individul can do when they
interact with people from different cultures. The understand the cultural norms,
interactive styles and degrees formality of intercultural contexts, and they can
flexibly adapt th behavior and communication manner through respectful dialog
with marginalized groups.

Dimension 4: Take action for collective well-being and sustainab

development
•This dimension focuses on young people's role as active al responsible members of
society and refers to individual's readines to respond to a given local, global or
intercultural issue or situatie It recognizes that young people have multiple realms
of intluen ranging from personal and local to digital and global.
 Assessment Strategy for Global
Competence
The PISA 2018 assessment of global competence contributes opment,
while considering challenges and limitations, It has two lents:

a cognitive test exclusively focused on the construct of

1 understanding

a set of questionnaire items collecting sported information on students' awareness on

2 global issues and 10, skills (both cognitive and social) and attitudes, as well as miation
from schools and teachers on activities that promote global atence (OECD, 2018).
 Schools can provide opportunities for students to
Curriculum for Global explore complex lesues that they encounter through

Competenc: Knowledge, skills,

media and their own competence the curcuium should
tocus on four knowledge domains:
attitude, and values
1) culture and intercultural relations;

(2) socio economic development

interdependence:

(3) environmental sustainability,

(4) global lons, conflicts and human

rights.
 Skills to understand Knowledge about the
the world and to take world and other
action cultures

Global competence builds on specific Global competence is supported

cognitive, communication
toco-emotional skils. Efective education
for alodal competence students the
opportunity to mobilize and use their
knowledge. #os. skills and values
together while sharing ideas on global is
In and outside of school or interacting
with people from different backgrounds.
by the knowledge of global on
that affect lives locally and
around the globe, as well as
cultural knowledge
or knowledge about the
similarities,
rences and relations among
cultures.
 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. Such attitudes can be fostered explicity through
participatory and learner-centered teaching, as well as through
a curriculum characterized by fair practices and an
accommodating school climate for all students.
 Valuing human
dignity and diversity

Clapham (2006) introduced the four aspects of valuing equality of

core rights and dignity.

To wit: (1) the prohibition of all types of inhuman treatment,

humiliation or degradation by one person over another:
(2) the assurance of the possibility for individual choice and the
conditions for each individual's self-fulfillment, autonomy or self-
realization;
(3) the recognition that protection of group identity and culture may
be essential for that of personal dignity;
(4) the creation of necessary conditions to have the essential needs
satisfied.
 Global Understanding

Point 1 Point 2 Point 3

The capacity to evaluate The capacity to analyze The capacity to understand
information,formulate multiple perspectives differences in
communication, recognizing
argument and explain and worldviews, the importance of socially
complex situations and postioning and appropriate communication
problems by using and confecung tier own and and adapting it to the
demands of diverse
evidence, identifying oners. perspecives on
cultural context
biases and gaps in the world
information and managing
conflicting arguments
 Point 4
The capacity to evaluate actions
and consequences by identifying
and comparing different courses
of action and weighing actions on
the basis of consequences
 Intergrating Global and
Intercultural Issues in the
Curriculum
For global education to translate abstraction into action, there is a need to
integrate global issues and topics into existing subjects (Klein, 2013, UNESCO,
2014). In practice, content knowledge related global competeres migrated in
te camedium and taught in specific courses. Therefore, students can
understand those issues across ages, starting in early childhood when
presenting them in developmentally appropriate ways (Boix Mansilla and
Jackson, 2011; UNESCO, 2015).
Pedagogies for promoting global
competence
Vario student-centered pedagogies can
help students develop criti thinking along
global issues, respectful communication,
confi-management skills, perspective
taking and adaptability.
 Attitudes and values
intergration toward global
competence
•teaching time to a specific subject that deals with human hales and non-
discrimination is an important initial step in ting values for global
competence. values and attitudes are partly communicated through the
formal ltm and also through ways, in which teachers and students how
discipline is encouraged and the types of opinions and the that are validated
in the classroom. Therefore, recognizing hool and classroom environments'
influence on developing values would help teachers become more aware of
the of their teaching on students (Gay, 2015)