module 5: multicultural and global

literacy
Learning Outcomes
1.Discuss global and multicultural literacy
2.Illustrate the Global Competence Framework
3.Exlpain the dimensions of multiculturalism
4.Elucidate on the assessment strategy for global competence and global

understanding
5.Present effective ways on how to integrate global multiculturalism in
the lesson
using apprpariate delivery strategies, isntructional materials and
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).
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, and 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 the world and
their local community (Guo, 2014).
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.
The OECD Global Competence Framework
Global Competence

 Is a multidimensional capacity

 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.
Promoting global competence in schools
 Schools play a crucial role in helping young people to develop
global comptence

 They can provide popportunities 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 platformss.

 Schools can encorage intercultural sensitivity and respect by

allowing students to engage in experience that foster and
appreciate for diverse people, languages and cultures.
The Need for Global Competence

The following are the reasons why global comptence 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
Dimensions of Global Competence: Implication to
Education
 Education for global competence is founded on the ideas of
different models of global education, such as intercultural
eduction, global citizenship eduaction and education for
democratic citizenship.

 PISA proposes a new perspective on the definition and

assessment of global competence that will help policy makers
and school leaders create learning resources and curricula that
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 informing their own opinion about a global issue.

 Globally competent people effectively use and create both

traditional and digital media.
Dimension 2: Understand and appreciate the perspectives and world
views of others
 This dimension highlights the globally competent
people are willing and capable of considering other
people’s perpectives and behaviors from multiple
viewpoints to examine their own assumptions.

 They retain their cultural identity while becoming

aware of the cultural values and beliefs of people
around them
Dimension 3: Engage in open, appropriate and effectives Interactions across
cultures
 This dimension describes what globally competent
individuals can do when day interact with people from
different cultures.

 Therefore, it emphasizes individuals’ capacity to

interact with others across differences in ways that are
open, appropriate and effective.
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 issues or situation.

 It recognizes that young people have multiple realms

of influence ranging from personal and local to digital
and global.
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“

2. a set of questionnaire ietems collecting self-reported

information on students’ awareness on global issues

and
Curriculum for global competence: Kwoledge, 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:
1. culture and intercultural relations
2. socio-economic development and independence
3. environmental sustainability
4. global 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. Effective education for global
comptence 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.
This means engaging all educators to reflect on teaching topics
that are globally significant, the types of skills that foster deeper
understanding of the world and facilitate respectful interactions
in multicultural contexts, and the attitudes and values that drive
autonomous learning and inspire responsible action.
Knowledge about the world and other
cultures
 Global competence requires understanding global
issues and intercultural relations. This knowledge
helps combat misinformation and stereotypes,
promoting more accurate and nuanced worldviews.

This can be done through the following strategies (OECD,

2018):

- Perspective-taking and Adaptability

Openess, respect for diversity and global
mindness
 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.

 Openness means being curious and willing to engage with

people from different cultures.

 Respect involves valuing others based on their intrinsic worth

and supporting their freedom of belief and expression.

 Global-mindedness is seeing oneself as part of a global

community and feeling responsible for its well-being.
Valuing Human Dignity and
Diversity
 Valuing dignity and diversity helps individuals process cultural
information and interact positively with others.

 It promotes awareness and motivates action against

discrimination and violence.

Clapham's Four Aspects:

1. No inhumane treatment.

2. Freedom of choice and self-realization.

3. Protecting group identity and culture.

4. Ensuring essential human needs are met.

Global Understanding
 Global understanding is the ability to use knowledge to find
meaning and connections between different pieces of information
and perspectives.

1. Evaluate information: Analyze complex situations, formulate

arguments using evidence, identify biases, and manage conflicting
viewpoints.

2. Analyze perspectives: Examine multiple perspectives and

worldviews, connecting their own and others' perspectives on the
world.

3. Understand communication differences: Recognize the importance

of socially appropriate communication and adapt it to the demands of
diverse cultural contexts.
Integrating Global and Intercultural Issues in the
Curriculum
 For global education to translate abstraction into
action, there’s a need to integrate global issues and
topics into existing subjects .

 In practice, content knowledge related to global

competence is integrated in the curriculum and
taught in specific courses. Therefore, students can
understand those issues across ages, starting in
early childhood when presenting them in
Developmentally appropriate ways.
 Therefore, Gaudeill (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 lea those issues. Teachers may also
engage in professional leaning communities and facilitate peer
learning

 More so, teaching about minority cultures in different subject

areas entails accurate content information about ethnically and
racially diverse groups and experiences. Curricula should
promote the integration of knowledge of other people, places
and perspectives in the classroom throughout the year
(UNESCO, 2014a), rather the using a "tourist approach", or
 Textbooks and other instructional materials can also distort
cultural and ethnic differences (Gay, 2015). Teachers and their
students should critically examine textbooks and other
teaching resources and supplement information when
necessary.

 Connecting global and intercultural topics to the reality,

contexts and needs of the learning group is an effective
methodological approach to make them relevant to
adolescents (North-South Centre of the Council of Europe,
2012). People learn better and become more engaged when
they get connected with the content and when they see its
relevance to their lives and their immediate environment
(Suárez Orozco and Todorova, 2008).
Pedagogies For Promoting Global Competence
 Group-based cooperative project work can
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 learners can create
their own learning materials that they present and
evaluate together.

 Class discussion is an interactive approach that

encourages proactive listening and responding to
ideas expressed by peers.
Pedagogies For Promoting Global Competence
 Service learning is another tool that can help students
develop multiple global skills through real-world
experience. This requires leaners to participate in
organized activities that are based on what has been
learned in the classroom and that benefit their
communities.
 Through service learning, students not only "serve to
learn," which is applied learning, but also "learn to
serve“

 The Story Circle Approach intends students to

practice key intercultural skills, including respect,
cultural self-awareness and empathy.
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
THANK YOU !!