MULTICULT

URAL
AND
GLOBAL
LITERACY
 Multicultural Literacy
Multicultural literacy consists of the skills and ability to identify the
creators of knowledge and their interests (Banks, 1996) 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 humane and just world (Boutte, 2008).

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).

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Multicultural Literacy

Accordingly, 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 toward achieving
social justice within communities.

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 Hello!
Boutte (2008) reiterated that making small changes within the
classrooms can create big changes globally. As diversity
grows, there is a need for the emergence of multicultural
education that is more representative of the students in today's
classrooms.
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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 appreciati0n of
different cultures.

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 Global Literacy

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, the impact of a human decision on both.
It also aims to empower students with knowledge and take action to make a
positive impact in world and their local community (Guo, 2014).

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✗ According to the Ontario Ministry of Education (2015),
a global should possess the following characteristics:

✗ (1) Respect for regardless of race, gender, religion or

political perspectives
✗ (2) Respect for diversity and various perspective
✗ (3) Promote sustainable patterns of living, consumption,
and production; and
✗ (4) Appreciate the natural world and demonstrate
respect on the rights of all living things.
.

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Interconnecting multicultural and
global literacy.
Every classroom contains students of different races,
religions and cultural groups. Guo (2014) averred that
students embrace diverse behaviors, cultural values,
patterns of practice, and communication, yet they all
share one commonality. Which is their educational
opportunity.

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 Interconnecting multicultural and global
literacy.
Integrating a variety of cultural context into lessons and
activities teaches students to view the world from many
angles, creates respect diversity and enables students to learn
exciting information. As classrooms become increasingly
more diverse, it is important for educators to analyze and
address diversity issues and integrate multiculturalism
information into the classroom curriculum (Guo, 2014).

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Big
concept
The framework depicts the four
dimensions of global
encompassing the development
of knowledge, values, attitude
and skills that flow along
parameters of attaining such
competency.

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Global Competence
The desire to participate in This design serves as a tool
interconnected, complex and
for policy maker’s leaders
diverse societies has become a
pressing need. Recognizing the and teachers in fostering
roles of schools in preparing the global competence among
youth to participate in the world students worldwide. Global
the OECD's a Program for
international student Assessment
competence is a
(PISA) developed framework to multidimensional capacity.
explain, foster and assess students’
global competence.

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Global Competence
Global competence refers to skills, values and behaviors that
prepare young people to thrive in a diverse, interconnected
and rapidly changing world. It is the ability to become
engaged citizens and collaborative problem solvers who are
ready for the workforce.

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Promoting
global
competence in
schools.
 

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Promoting global competence in
schools.
Schools play a crucial role in helping young people to
develop global competence. They can provide opportunities to
critically examine global developments that are significant to
both the world and to their own lives. They can teach students
how to critically, effectively and responsibly use digital
information and social media platforms.

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The Need for
Global
Competence
Find more maps at slidescarnival.com/extra-free-resources-icons-and-maps

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 The following are the reasons why
global competence is necessary.

 1. To live harmoniously in multicultural communities.

 2. To thrive in a changing labor market

 3. To use media platforms effectively and responsibly.

 4. To support the sustainable development goals.

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✗ Dimensions of Global Competence: Implications to
Education.

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Dimension 1: Examine issues of
local, global and cultural
significance.
This dimension refers to globally competent
people's practices of effectively utilizing
knowledge about the world and critical reasoning
in forming their own opinion about a global issue.

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 Dimension 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, this in turn, implies a profound
respect for and interest in others with their concept of reality
and emotions.

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 Dimension 3: Engage in open, appropriate
and effective interactions across cultures

This dimension describes what globally

competent individuals can do when they
interact with people from different
cultures.

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Dimension 4: Take action for
collective well-being and
sustainable development
This dimension 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.

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The assessment strategy for global
competence.

The PISA 2018 assessment of global competence contributes development, while

considering challenges and limitations. It has two components:

1) a cognitive test exclusively focused on the construct of “global understanding” and

2) a set of questionnaire items collecting self-reported information on students'

awareness on global issues and cultures, skills (both cognitive and social) and attitudes,
as well as information from schools and teachers on activities that promote global
competence (OECD, 2018).

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Curriculum for global competence:
Knowledge, skills, attitudes and
values
Schools can provide opportunities for students to explore
complex global issues that they encounter through media
and their own experiences. The curriculum should focus
on four knowledge domains:

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✗ (1) culture and intercultural relations
✗ (2) socio-economic development and
interdependence
✗ (3) environmental sustainability
✗ (4) global institutions, conflicts and
human rights.

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Global competence builds on specific cognitive, communication and socio-
emotional skills. Effective education for global competence gives students
the opportunity to mobilize and use their knowledge, attitudes, skills and
values together while sharing ideas on global issues in and outside of school
or interacting with people from different cultural backgrounds.
 
A school community that desires to nurture global competence should focus
on clear, controllable and realizable learning goals.

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Knowledge about the world and
other cultures
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 the similarities, differences and relations among cultures. This
knowledge helps people to challenge misinformation and stereotypes about
other countries and people, and thus, results in intolerance and oversimplified
representations of the world. 
This can be done through the following strategies (OECD, 2018). Perspective-
taking refers to the cognitive and social skills understanding how other people
think and feel.

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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.
Centered teaching, as well as through a curriculum characterized by fair
practices and an accommodating school climate for all students.
Global-mindedness is defined as a worldview, in which one sees
him/herself connected to the community and feels a sense responsibility
for its members (Hansen, 2010).

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Valuing human dignity and
diversity

Valuing human dignity and valuing cultural diversity contribute to global competence
because they constitute critical filters through which individual’s process information
about other cultures and decide how to engage with others and the world. . Hence,
people, who cultivate these values, become more aware of themselves and their
surroundings, and are strongly motivated to fight against exclusion, ignorance, violence,
oppression and war.

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✗ Ciavharn (2006) introduced the four aspects of valuing equality,
of core rights and dignity. To wit:

✗ (1) the prohibition of all types c inhuman treatment, humiliation

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

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 Global understanding

Understanding is the ability to use knowledge to find meaning

and connection between different pieces of information and
perspectives. The framework distinguishes four interrelated
cognitive processes that globally competent students need to
use to understand fully global or intercultural issues and
situations (OECD, 2018).

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1. 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. 2. The capacity to analyze multiple perspectives and

woddviews, positioning and connecting their own and
others' perspectives on the world

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✗ 3. The capacity to understand differences in
communication, recognizing the importance of
socially appropriate communication and adapting
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

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Integrating
Global and
Intercultural
Issues in the
Curriculum
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CreditsIntegrating 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 of global competence is integrated
in the curriculum and taught in fic courses, Therefore,
students can understand those issues across ages, starting in
early childhood when presenting them in developmentally
appropriate ways (BOIX Mansillla and Jackson, 2011;
UNESCO, 2015).

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CreditsIntegrating Global and
Intercultural Issues in the Curriculum

Therefore, Gaudelli (2006) affirmed that teachers must have

clear ideas on global and intercultural issues that students
may reflect on They also need to collaboratively research
topics and carefully design the curriculum while giving
students multiple opportunities to learn those issues.

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CreditsIntegrating 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 of global competence is integrated
in the curriculum and taught in fic courses, Therefore,
students can understand those issues across ages, starting in
early childhood when presenting them in developmentally
appropriate ways (BOIX Mansillla and Jackson, 2011;
UNESCO, 2015).

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Pedagogies for promoting global
competence.
Group-based cooperative project work can improve reasoning and
collaborative skills.

1. It involves topic- or theme-based tasks suitable for various levels

and ages, in which goals and content are negotiated and learners
can create their own learning materials that they present and
evaluate together.

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Pedagogies for promoting global
competence.

2. Class discussion is an interactive approach that

encourages proactive listening and responding to
ideas expressed by peers.

3. Service learning is another tool that can help

students develop multiple global skills through
real-world experience.
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The Story Circle Approach i
intends students to practice key intercultural
skills, including respect, cultural self-
awareness and empathy (Deardorff, n.d.).

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Attitudes and values integration
toward global competence
✗ Allocating teaching time to a specific subject that deals with human
rights issues and non-discrimination is an important initial step in
cultivating values for global competence. Values and attitudes are partly
communicated through the formal curriculum and also through ways, in
which teachers and students interact, how discipline is encouraged and
the types of opinions and behavior that are validated in the classroom.
Therefore, recognizing the school and classroom environments' influence
on developing students' values would help teachers become more aware
of the impact of their teaching on students (Gay, 2015).
 

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MULTICULT
URAL
AND
GLOBAL
LITERACY
Summary
Global and Multiculteral Literacies

 depicts diversity, equity and social justice to foster cultural awareness

on discrimination and oppression toward other ethnicities.
 Global literacy aims to address issues of globalization, racism, diversity
and social justice.
 Global competence refers to the skills, values, and behaviors that
prepare young people to thrive in a more diverse, interconnected world,
engaged citizens and collaborative problem solvers who are ready for
the workforce.

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Summary
Global and Multiculteral Literacies

 Globally competent individuals can examine local, global and

intercultural issues, understand and appreciate different perspectives
and world views, interact successfully and respectfully with others, and
take responsible action toward sustainability and collective well-being.
 The Global Competence Framework is designed as a tool for
policymakers, leaders, and teachers in nurturing global competence
among young people worldwide with four salient dimensions. In order to
attain respect for diversity in the classroom, teachers should integrate
global multiculturalism in the lesson by citing relevant issues to be
addressed.

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✗ Thank you and God bless.

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