EDUC 122 BUILDING AND ENHANCING NEW
LITERACIES ACROSS THE CURRICULUM
SUBJECT: BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM
TOPIC/S: MODULE 3 – Global and Multicultural Literacy
INSTRUCTOR: MS. NIKKI-LYNN L. AGTOTO, LPT, MAT-English
TERM: 2nd SEMESTER, A.Y. 2023-2024, FOR CSAV USE ONLY
Module 3 Objectives:
a. Recognize the importance of Multicultural Literacy in
fostering cultural awareness, addressing
discrimination and oppression, and promoting
diversity, equity, and social justice in the 21st century
b. Grasp the goals and characteristics of Global Literacy,
emphasizing awareness, action, and a broad
understanding of humanity, the planet, and the impact
of human decisions on both.
c. Promote educational relevance for ethnically diverse
students by making learning situations familiar and
friendly.
GLOBAL AND MULTICULTURAL 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 believed 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
EDUC 122 BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM
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).
Why is multicultural literacy important?
1. This will serve 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.
• Multicultural Literacy 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).
• 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 helps
promotes the interaction of children across differing
ethnic backgrounds.
Page 1 of 4
• 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).
• 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 belongingness
and acceptance in society.
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 respect
towards the rights of all living things.
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.
EDUC 122 BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM
• Multicultural education is a process because its goals
are ideals that teachers and administrators should
constantly strive to achieve.
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. 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)
PRINCIPLES OF MULTICULTURAL EDUCATION
Parekh (1986) sets the overall 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 dominance 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” refers 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.
Example: The Amish community in certain regions of
the United States is often considered an example of a
monolithic culture. Members of the Amish community
share the same religious beliefs, speak the same
language (Pennsylvania German), and adhere to a
distinct lifestyle. There is limited cultural mixture, and
the community tends to be isolated from broader
Page 2 of 4
 societal influences, maintaining a relatively
homogeneous way of life.
• 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.
Example: In a classroom influenced by cultural
hegemony, the curriculum predominantly emphasizes
the history, literature, and scientific contributions of the
ruling class. The teaching materials and textbooks
may subtly reinforce the perspectives and values of
the dominant group.
• 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.
Example: A teacher favoring or valuing the language
and communication styles of one ethnic group over
others. This could result in students feeling that their
way of expressing themselves is inferior, contributing
to a sense of superiority among those who align with
the dominant culture.
• 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 pureblooded
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.
• 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. However,
emphasizing cultural homogeneity may inadvertently
exclude students from minority or less represented
cultures. This can lead to feelings of isolation and the
perception that their cultural identity is not valued.
Instead, let us always remember that the principles 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
EDUC 122 BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM
are accepted by the dominant culture, provided such
are consistent with the laws and values of the wider
society. It is a condition in which minority groups
participate fully in the dominant society, yet maintain
their cultural differences. It is a doctrine that a society
benefits from such a condition.
• Heterogeneity - the process of adoption of elements of
global culture to local cultures is known as
glocalization or cultural heterogenization.
MULTICULTURAL AND GLOBAL LITERACY ACROSS
THECURRICULUM
School is one of the most popular avenues 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 resided 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 reflects 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 has
learned 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
Page 3 of 4
 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 individual. Never forget to show others that
they belong and that they not strangers. Instead of
hurting people, spread love and acceptance.
CREATING A MULTICULTURAL CLASSROOM
Promoting multiculturalism in the Philippines,
given its diverse cultural landscape, involves engaging
activities that celebrate the richness of Filipino culture and
encourage an appreciation for the various ethnicities and
traditions within the country. So, what can we do as
educators?
1. Cultural Show and Tell: Students can bring in items or
artifacts that represent their regional culture in the
Philippines. They can share the significance of these
items with the class, promoting understanding and
appreciation for the diversity within the country.
2. Regional Folk Dance Workshop: Organize a dance
workshop featuring traditional folk dances from
different regions of the Philippines. Students can learn
and perform these dances, fostering an appreciation
for the diverse dance forms in the country.
3. Filipino Language Lessons: Introduce basic phrases
and greetings in various Filipino languages spoken in
different regions. This can be a fun way for students to
learn about linguistic diversity within the Philippines.
4. Philippine Cultural Fair: Host a cultural fair where each
student or group represents a different region of the
Philippines. They can create booths with displays,
food samples, and information about the culture,
history, and traditions of their assigned region.
EDUC 122 BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM
5. Regional Cuisine Potluck: Organize a potluck where
students bring in traditional dishes from different
regions of the Philippines. This not only introduces
students to diverse Filipino cuisines but also provides
an opportunity for sharing and tasting regional
specialties.
6. Traditional Costume Day: Designate a day where
students come to school dressed in traditional attire
representing their cultural background or a specific
region in the Philippines. This promotes a visual
celebration of diversity.
7. Philippine History Role-Play: Divide students into
groups and assign each group a historical event or
figure from Philippine history. They can present short
skits or role-plays to showcase the cultural diversity
and historical richness of the country.
8. Philippine Indigenous Games: Introduce traditional
games played by indigenous communities in the
Philippines. Students can participate in these games
to experience the diversity of recreational activities
across the country.
9. Cultural Storytelling Session: Invite guest speakers or
community members to share stories from different
regions of the Philippines. This can include folktales,
legends, and narratives that highlight cultural values
and diversity.
10. Collaborative Art Project: Have students work together
on a collaborative art project that represents the unity
and diversity of the Philippines. This could be a mural,
collage, or sculpture that incorporates elements from
various cultures.
11. Field Trip to Cultural Sites: Plan field trips to cultural
and historical sites representing different regions of
the Philippines. Visiting museums, heritage sites, or
indigenous communities can provide firsthand
experiences of cultural diversity.
12. Language Exchange Program: Pair students who
speak different Filipino languages as language
exchange partners. This can help them appreciate
linguistic diversity within the Philippines.
Page 4 of 4