NORTH EASTERN MINDANAO STATE UNIVERSITY

LIANGA CAMPUS
LIANGA SURIGAO DEL SUR

MULTI CULTURAL
AND GLOBAL
LITERACY
 REPORTERS

GRACEL A. JIMENEZ ALRICAJAY P. JAPUS FRENZES S. LASTRA JOSIEL ANGELU B.

MULTICULTURA GLOBAL ASSESMENT STRATEGY
L AND GLOBAL COMPETENCE AND ITS OF GLOBAL
VILLAHERMOSA
INTEGRATING GLOBAL
LITERACY DIMENSION COMPETENCE
AND INTERCULTURAL
ISSUES IN THE
CURRICULUM
QUESTIONS
:
QUESTION #1

What do you understand by

cultural diversity?
LETS GET STARTED
QUESTION #2

What is your stand on goal

cultural conflict?
LETS GET STARTED
QUESTION #3

How can cultural conflict be

resolved, if not avoided?
LETS GET STARTED
QUESTION #4
What can you say about the existing
feud between the Philippines and
China on the issue of territorial claims?
LETS GET STARTED
QUESTION #5
What best initiative should the
Philippines government do to settle
such disputes and arguments?
LETS GET STARTED
 MULTICULTURAL
LITERACY
Multicultural literacy consists of the skills and ability to
identify the creators of knowledge and their interest
(banks 1996).
• It is to reveal the assumptions of knowledge to view
knowledge from diverse ethnic and cultural
perspective and to use knowledge to guide action
that will create a human and just world (Boutte,2008).
• It brings attention to diversity equity and social
justice to foster cultural awareness by addressing
difficult issues like discrimination and oppression
two words other ethnicities (Boutte, 2008)
 MULTICULTURAL
LITERACY
• Boute (2008) Ritter rated that making
small changes within the classroom can
create big changes globally.
• (Banks 2003) asserted that teaching
students to be advocates of
multiculturalism is also a matter of
sending a message of empathy and
tolerance in schools to develop a
deeper understanding of others and
appreciation of different cultures.
MULTICULTURAL
LITERACY

• Global literacy in stress

issues of globalization
racism diversity and social
justice (Guo 2014).
MULTICULTURAL
LITERACY
According to the Ontario ministry
of education 2015 a global should
possess the following
characteristics:

1. Respect for humans regardless

of race, gender , religion , or
political perspective.
MULTICULTURAL
LITERACY

2. Respect for diversity and

various perspectives.

3. Promote sustainable
patterns of living,
consumption, ànd
production.
MULTICULTURAL
LITERACY

2. Respect for diversity and

various perspectives.

3. Promote sustainable
patterns of living,
consumption, ànd
production.
MULTICULTURAL
LITERACY

4. Appreciate the natural

world and demonstrate
respect on the rights of all
living things.
INTERCONNECTING
MULTICULTURAL AND GLOBAL
LITERACY

Every classroom contains students of

different races religions and cultures
group. Guo (2014) averred that students
embrace diverse behaviors cultural
values patterns of practice and
communication yet they all share one
community which is there is occasionally
opportunity.
THE OECD GLOBAL
COMPETENCE
FRAMEWORK
 GLOBAL
COMPETENCE

• The desire to participate in interconnected, complex and diverse

societies has become a pressing need.
• Is a multidimensional capacity.
• Refers to skills, values and behaviors that prepare young people to
thrive in a diverse, interconnected and rapidly changing world.
 PROMOTING GLOBAL
COMPETENCE IN
SCHOOLS.
• Schools play a crucial role in helping yong people to develop
global competence .
• Schools can encourage intercultural sensitivity and respect by
allowing students to engage in experiences that foster an
appreciation for diverse people's, languages and cultures (Bennett,
1993; Sinicrope, Norris and Watanabe, 2007)
THE NEED FOR GLOBAL
COMPETENCE:
 DIMENSIONS OF
GLOBAL
COMPETENCE
• Education for Global Competence is
founded on the ideas of different models
of global education, such as intercultural
education, global citizenship education
and education for democratic citizenship
( UNESCO, 2014a; Council of Europe,
2016a)
 FOUR DIMENSION OG
GLOBAL COMPETENCE

01 02 03 04
DIMENSION DIMENSION DIMENSION DIMENSION
 DIMENSIONS 1:
EXAMINE ISSUES OF LOCAL,
GLOBAL AND CULTURAL
SIGNIFICANCE.
• REFERS TO GLOBALLY COMPETENT
PEOPLE'S PRACTICES OF
EFFECTIVELY UTILIZING
KNOWLEDGE ABOUT THE WORLD
AND CRITICAL REASONING IN
FORMING THEIR OWN OPINION
ABOUT GLOBAL ISSUE.
 DIMENSIONS 2:
UNDERSTAND AND APPRECIATE
THE PERSPECTIVES AND WORLD
VIEWS OF OTHERS.
• THIS DIMENSION HIGHLIGHTS THAT
GLOBALLY COMPETENT PEOPLE ARE
WILLING AND CAPABLE OF
CONSIDERING OTHER PEOPLE'S
PERSPECTIVES AND BEHAVIORS
FROM MULTIPLE VIEWPOINTS TO
EXAMINE THEIR OWN ASSUMPTIONS.
DIMENSIONS 3:

ENGAGE IN OPEN, APPROPRIATE

AND EFFECTIVE INTERACTIONS
ACROSS CULTURES

• DESCRIBES WHAT GLOBALLY

COMPETENT INDIVIDUALS CAN
DO WHEN THEY INTERACT WITH
PEOPLE FROM DIFFERENT
CULTURES.
 DIMENSIONS 4:

TAKE ACTION FOR COLLECTIVE

WELL-BEING AND SUSTAINABLE
DEVELOPMENT
• FOCUSES ON YOUNG PEOPLE'S
ROLE AS ACTIVE AND
RESPONSIBLE MEMBERS OF
SOCIETY AND REFERS TO
INDIVIDUAL'S READINESS TO
RESPOND TO A GIVEN LOCAL,
GLOBAL OR INTERCULTURAL
ISSUE OR SITUATION.
 THE ASSESSMENT STRATEGY
FOR GLOBAL COMPETENCE

• The PISA 2018 assessment of global

competence contributes development while
considering challenges and limitations.
TWO
COMPONENTS:
COGNITIVE
TEST
SET OF
QUESTIONAIRE
ITEMS
 TWO COMPONENTS:

1.) Cognitive Test- exclusively focused global

understanding.
2) Set of Questionaire Items- collecting self-reported
information on students awareness on global issues
and culture, skills and attitude as well as information
from school and teachers activities that promote global
competence.
CURRICULUM FOR
GLOBAL COMPETENCE:
KNOWLEDGE, SKILLS,
ATTITUDES AND VALUES
 FOUR KNOWLEDGE
DOMAINS:
01 02
CULTURE AND SOCIO-ECONOMIC
INTERCULTURAL DEVELOPMENT AND
RELATIONS; INTERDEPENDENCE;

03 04
ENVIRONMENTAL GLOBAL
SUSTAINABILITY INSTITUTIONS,
CONFLICTS AND
HUMAN RIGHTS
SKILLS TO UNDERSTAND THE
WORLD AND TO TAKE ACTION
• GLOBAL COMPETENCE BUILDS ON
SPECIFIC COGNITIVE, COMMUNICATION
AND SOCIO-EMOTIONAL SKILLS.
 KNOWLEDGE ABOUT THE WORLD
AND OTHER CULTURE
• Global Competence is supported by the knowledge of global issues that
affect lives locally and around the globe, as well as intercultural
knowledge or knowledge about similarities, differences and relations
among cultures.

• This knowledge helps people to challenge misinformation and

stereotypes about other countries and people.
 FOLLOWING STRATEGIES
(OECD,2018) :
• Perspective-taking Refers to the cognitive and social skills of
understanding how other people think and feel.

• Adaptability Refers to the ability to adapt systems thinking and

behaviors to the prevailing cultural environment, or to situations and
contexts that can present new demands or challenges.
 OPENNESS, RESPECT FOR DIVERSITY
AND GLOBAL-MINDEDNESS
• Openness toward people from other cultural backgrounds involves
sensitivity towards curiosity and willingness to engage with other
perspectives on the world (Byram,2008; Council of Europe,2016a).

• Respect consists of a positive regard for someone based on judgment of

intrinsic worth. It assumes dignity of all human being and their inalienable
right to choose own affiliations, beliefs, opinions or practices (Council of
Europe,2016a).
 OPENNESS, RESPECT FOR DIVERSITY
AND GLOBAL-MINDEDNESS

• Global-mindedness is defined as a worldview in which

one is connected to the community and feels a sense of
responsibility for its members (Hansen,2010).
 VALUING HUMAN DIGNITY
AND DIVERSITY

• Valuing human dignity and valuing cultural diversity

contribute to global competence. They constitute critical
filters through which individuals process information about
cultures and decide how to engage others and the world.
 CLAPHAM (2006) INTRODUCED FOUR
ASPECTS OF VALUING EQUALITY OF CORE
RIGHTS AND DIGNITY.
• )The prohibition of all types of inhuman treatment, humiliation or
degradation by one person over another.
• )The assurance of the possibility for individual choice and the
conditions for each individual's self-fulfillment, autonomy or self
realization.
 CLAPHAM (2006) INTRODUCED FOUR
ASPECTS OF VALUING EQUALITY OF CORE
RIGHTS AND DIGNITY.
3.) The recognition that protection of group identity and
culture may be essential for that personal dignity.
4.) The creation of necessary conditions to have the essential
needs satisfied.
 GLOBAL
UNDERSTANDING
 FOUR INTERRELATED COGNITIVE
PROCESSES:
1.)The capacity to evaluate information, formulate arguments and
explain complex situations and problems by using and connecting
evidence, identifying biases and gaps in information and managing
conflicting arguments.

2.)The capacity to analyze multiple perspectives and worldviews,

positioning and connecting their own and others perspectives on the
world.
 FOUR INTERRELATED COGNITIVE
PROCESSES:
3.)The capacity to understand differences in communication,
RECOGNIZE the importance of socially appropriate communication,
and ADAPT it to the demands of diverse cultural contexts.
4.) The capacity to evaluate actions and consequences by identifying and
comparing different courses of action and weighing actions on the basis
of consequences.
 GLOBAL
UNDERSTANDING
• THUS, GLOBALLY COMPETENT STUDENTS SHOULD BE
ABLE TO PERFORM VARIETY OF TASKS UTILIZING
DIFFERENT COGNITIVE PROCESSES:
• REASONING WITH EVIDENCE
• SEARCHING EFFECTIVELY FOR USEFUL SOURCES -
EVALUATING INFORMATION ON BASIS OF IT'S
RELEVANCE AND RELIABILITY
 GLOBAL
UNDERSTANDING

• SYNTHESIZING INFORMATION TO DESCRIBE MAIN IDEAS

• combining their background knowledge, new information and
critical reasoning to build multi-casual explanations of global or
intercultural issues.
INTEGRATING GLOBAL AND
INTERCULTURAL ISSUES IN
THE CURRICULUM
 INTEGRATING 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,
UNESCO, 2014).
 INTEGRATING GLOBAL AND
INTERCULTURAL ISSUES IN THE
CURRICULUM

• Gaudell (2006) affirmed that teachers must

have clear ideas on global and intercultural
issues that students may reflect on
 PEDAGOGIES FOR PROMOTING
GLOBAL COMPETENCE:

• Various student-centered pedagogies

⚬ Help students develop critical thinking along global
issues, respectful communication, conflict
management skills, perspective taking and
adaptability.
 PEDAGOGIES FOR PROMOTING
GLOBAL COMPETENCE:

• Group-based cooperative project work

⚬ Improve reasoning and collaborative skills. It involves
topic or theme-based tasks suitable for various levels
and ages, in which goals and content are negotiated
and leaners can create their own learning materials
that they present and evaluate together.
 PEDAGOGIES FOR PROMOTING
GLOBAL COMPETENCE:

• Service learning
⚬ Encourages proactive listening and responding to ideas
expressed by peers. By exchanging views in the
classroom, students learn that there is no single right
answer to a problem, understand the reasons why
others hold different views and reflect on the origins of
their own beliefs.
 PEDAGOGIES FOR PROMOTING
GLOBAL COMPETENCE:

• The Story Circle Approach

⚬ intends students to practice key
Intercultural skills, including respect,
cultural self-awareness and empathy.
 PEDAGOGIES FOR PROMOTING
GLOBAL COMPETENCE:

• Other types of intercultural engagements involve

simulations, interviews, role plays and online
games.
 "Human beings are guided by comfort.
They stay close to what feels familiar and
reject what doesn't, even if it's objectively
better for them."
BRIANNA WIEST , MOUNTAIN IS
YOU
 LARANA, INC.

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