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ED 10 Multicultural and Global Literacy

The document discusses multicultural literacy and global literacy. It defines multicultural literacy as having the skills to understand knowledge from diverse ethnic and cultural perspectives in order to create a just world. Global literacy involves understanding how the world is interconnected and addressing issues like globalization and diversity. The document emphasizes that education should promote global competence by encouraging intercultural sensitivity and respect for diverse cultures. It outlines four dimensions of global competence: examining issues from different perspectives, understanding other world views, engaging effectively across cultures, and acting for collective well-being.

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Leovella Panti
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40 views

ED 10 Multicultural and Global Literacy

The document discusses multicultural literacy and global literacy. It defines multicultural literacy as having the skills to understand knowledge from diverse ethnic and cultural perspectives in order to create a just world. Global literacy involves understanding how the world is interconnected and addressing issues like globalization and diversity. The document emphasizes that education should promote global competence by encouraging intercultural sensitivity and respect for diverse cultures. It outlines four dimensions of global competence: examining issues from different perspectives, understanding other world views, engaging effectively across cultures, and acting for collective well-being.

Uploaded by

Leovella Panti
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 19

ED 10: “MULTI CULTURAL AND

GLOBAL LITERACY”
Mr. Val R Calanasan
Subject Instructor
HOW DO YOU UNDERSTAND CULTURAL
DIVERSITY?

IT IS WHEN PEOPLE FROM DIFFERENT


ETHNIC BACKGROUNDS COEXIST AND LIVE
TOGETHER IN HARMONY, WITH EACH
GROUP RESPECTING AND APPRECIATING
OTHER PEOPLE’S CULTURES.
WHAT ABOUT
MULTICULTURAL LITERACY?

PRESENTATION TITLE 3
MULTICULTURAL LITERACY
According to Banks, 1996
 MULTICULTURAL LITERACY CONSISTS OF THE SKILLS
AND ABILITY TO IDENTIFY THE CREATORS OF THEIR
KNOWLEDGE AND INTERESTS.
According to Boutte, 2008
 IT IS TO REVEAL THE ASSUMPTIONS OF KNOWLEDGE,
TO VIEW KNOWLEDGE FROM DIVERSE ETHNIC AND
CULTURAL PERSPECTIVES, AND TO USE KNOWLEDGE
TO GUIDE ACTION THAT WILL CREATE A HUMANE
AND JUST WORLD.
MULTICULTURAL LITERACY
 MULTICULTURAL LITERACY ACCORDING TO BOUTTE,
2008 THEN BRINGS ATTENTION TO:

 DIVERSITY,
 EQUALITY, AND
 SOCIAL JUSTICE

TO FOSTER CULTURAL AWARENESS BY ADDRESSING


DIFFICULT ISSUES LIKE DISCRIMINATION AND
OPPRESSION TOWARDS ETHNICITIES.
GLOBAL LITERACY
 GLOBAL LITERACY IS AN UNDERSTANDING OF HOW
THE WORLD IS ORGANIZED AND INTERCONNECTED.
IT 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 A HUMAN DECISION
ON BOTH. IT ALSO AIMS TO EMPOWER STUDENTS
WITH KNOWLEDGE AND TAKE ACTIONS TO MAKE A
POSITIVE IMPACT IN THE WORLD AND THEIR LOCAL
COMMUNITY (GUO, 2014).
GLOBAL LITERACY PROMOTES AND ENCOURAGES:
1. INQUIRY, REASONING AND PROBLEM SOLVING.
2. COLLABORATION.
3. COMMUNICATION AND AN UNDERSTANDING OF WORLD
LANGUAGES AND CULTURES.
4. AN UNDERSTANDING OF GLOBALIZED SYSTEMS AND
POLITICAL REALITIES.
5. RESPONSIBLE GLOBAL CITIZENSHIP.
6. RESPECT FOR DIVERSITY.
7. AN UNDERSTANDING OF THE SKILLS AND TECHNOLOGIES
THAT ARE NECESSARY FOR LIFE IN THE 21 ST CENTURY.
8. THE ABILITY FOR STUDENTS TO BECOME ADVOCATES FOR
THEMSELVES AND THEIR FAMILIES AND COMMUNITY.
ACCORDING TO ONTARIO MINISTRY OF EDUCATION
(2015), A GLOBAL CITIZEN SHOULD POSSESS THE
FOLLOWING CHARACTERISTICS:

Respect Respect for humans regardless of race, gender, religion, or political perspectives.

Respect Respect for diversity and various perspectives.

Promote Promote sustainable patterns for living, consumption, and production.

Appreciate Appreciate the natural world and demonstrate respect on the rights of all living things.

PRESENTATION TITLE 8
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.
GLOBAL COMPETENCE

GLOBAL COMPETENCE REFERS TO SKILL, 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.
PROMOTING GLOBAL COMPETENCE IN THE SCHOOL

SCHOOLS CAN ENCOURAGE INTERCULTURAL


SENSITIVITY AND RESPECT BY ALLOWING STUDENTS TO
ENGAGE IN EXPERIENCES THAT FOSTER AN
APPRECIATION FOR DIVERSE PEOPLES, LANGUAGES,
AND CULTURES (BENNETT, 1993; SINICROPE, NORRIS,
AND WATANABE, 2007). SCHOOLS ARE ALSO
POSITIONED TO ENHANCED STUDENTS’ ABILITY TO
UNDERSTAND THEIR PLACE IN THE COMMUNITY AND
THE WORLD AND IMPROVE SUCH ABILITY TO MAKE
JUDGEMENTS AND ACT (HANVEY, 1975 IN PISA, 2018).
THE NEED FOR GLOBAL COMPETENCE
THE FOLLOWING ARE THE REASONS WHY
GLOBAL COMPETENCE IS NECESSARY:
1. TO LIVE HARMONIOUSLY IN MULTICULTURAL
COMMUNITIES.
2. TO THRIVE IN A CHANGING LABOR OF
MARKET.
3. TO USE MEDIA PLATFORMS EFFECTIVELY AND
RESPONSIBLY.
4. TO SUPPORT THE SUSTAINABLE
DEVELOPMENT GOALS.
DIMENSIONS OF GLOBAL COMPETENCE: IMPLICATIONS TO
EDUCATION

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).
DIMENSIONS OF GLOBAL COMPETENCE: IMPLICATIONS TO
EDUCATION

THE DEFINITION OUTLINES FOUR DIMENSIONS


OF GLOBAL COMPETENCE THAT PEOPLE NEED TO
APPLY IN THEIR EVERYDAY LIFE JUST LIKE
STUDENTS FROM DIFFERENT CULTURAL
BACKGROUNDS ARE WORKING TOGETHER ON
SCHOOL PROJECTS.
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.
DIMENSION 2: UNDERSTAND AND APPRECIATE THE
PERSPECTIVE AND WORLD VIEWS OF OTHERS.

THIS DIMENSION IMPLIES A PROFOUND RESPECT


FOR AND INTEREST IN OTHERS WITH THEIR
CONCEPT OF REALITY AND EMOTIONS.
DIMENSION 3: ENGAGE IN OPEN, APPROPRIATE, AND
EFFECTIVE INTERACTIONS ACROSS CULTURES.

THIS DIMENSION EMPHASIZES INDIVIDUAL’S


CAPACITY TO INTERACT WITH OTHERS ACROSS
DIFFERENCES IN WAYS THAT ARE OPEN,
APPROPRIATE, AND EFFECTIVE (BARRETT, ET.AL.,
2014).
DIMENSION 4: ACT 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 ISSUES OR SITUATION.
THANK YOU

PRESENTATION TITLE 19

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