Global Literacy

1. What is Objective Globalization?

Objective globalization refers to the patterns and processes that have been studied in
extraordinary detail. This encompasses factors such as the flows and nature of global financial
interchange, the movement of goods and people, and even the spread of global culture. These are
the sample tangible aspects of globalization which can be examined through the empirical and
material evidence that highlights the interconnectedness of the world (James & Steger, 2013).

2. What is Subjective Globalization?

Subjective globalization refers to the impact of globalizing processes on the human

subject across political, cultural, and psychological domains in diverse sociocultural contexts.
The emergence of subjective globalization is a response to the overemphasis on material
processes and transformations characteristic of conceptualizations of globalization. It is linked to
the cultural dimensions of globalizing processes. Its concept has grown out of the increasing
recognition of the significance of the cultural dimensions of globalizing processes, a theme that
has been emphasized particularly in anthropological and sociological theorizing and research as
well as in cultural and media studies (Sutcliffe, 2017). Moreover, James and Steger (2013)
provided another perspective to look upon such as the three subjective levels or dimensions of
globalization: ideologies, imaginaries, and ontologies.

3. Differentiate Objective Globalization and Subjective Globalization through a cognitive organizer.

Objective globalization focuses on aspects that interconnect the world that can be studied
through the empirical and material evidence free from subjectivity; however, subjective
globalization’s focus is on the impact of these aspects or processes on the human subject. What
makes them similar is that these two are deemed instrumental in the globalization process as they
are bound up with each other. Globalization involves both the objective spread and
 intensification of social relations across world-space, and the subjective meanings, ideas,
sensibilities, and understandings, associated with those material processes of extension.

4. What is Multicultural Literacy?

Multicultural literacy is focused on developing a means of measuring cross-cultural

awareness, understanding, knowledge, and respect as lived relations and processes by
encouraging a widening expanse of knowledge framed within an appreciation for the global
intellectual heritage of different disciplines1 and drawn from heterogeneous sites of learning such
as family, community, media, and school (Mignolo, 2000).

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 perspectives, and to use knowledge to guide action that will create a
humane and just world (Banks, 1996).

Multicultural education refers to "an idea or concept, an educational reform movement,

and a process. It incorporates the idea that all students, regardless of their gender, social class,
ethnicity, or race, would have equal opportunities to learn in school" (Parla, 1994, p.2).

5. Why is multicultural literacy important in educating our new generation of learners?

In the form of literature, for instance, multicultural literacy serves 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). As students of the
21st century are global participants, it is important that they possess cultural sensitivity.
Moreover, 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).
Furthermore, it can help students develop global awareness by introducing them to current
cultural issues. When students vicariously experience the feelings and emotions of others, they
are encouraged to look critically at the world and gain a greater understanding of the global
community (Monobe & Son, 2014).

Education for multicultural literacy should help students attain the skills, attitudes, and
commitments needed to become citizens who will work for social justice in their nation-states
and in the world. A literacy education that focuses on social justice educates both the heads and
hearts of students and helps them to become thoughtful, committed, and active citizens in their
nation and the world (Banks, 2002). Because of the growing ethnic, cultural, racial, language, and
religious diversity throughout the world, citizenship education needs to be changed in substantial
ways to prepare students to function effectively in the 21st century (Banks, 2004). A literacy
education that focuses on social justice can make a major contribution to preparing students to be
thoughtful and active citizens of their nation and the world.

The schools should help students acquire multicultural literacy, which will enable them to
develop a delicate balance of cultural, national, and global identifications and a commitment to
act to change the world to make it more just and humane. If we teach students to be literate
without helping them to develop a commitment to construct a just and humane world, we will
foster a nation and world in which there is a “threat to justice everywhere” (Banks, 2003).

References
Banks, J. A. (1996). Multicultural education, transformative knowledge, and action: Historical and
contemporary perspectives. New York: Teachers College Press.

Banks, J. A. (2002). An introduction to multicultural education (3rd ed.). Boston: Allyn and Bacon.

Banks, J. (2003). Teaching for Multicultural Literacy, Global Citizenship, and Social Justice. The 2003
Charles Fowler Colloquium on Innovation in Arts Education. Retrieved from
https://www.lib.umd.edu/binaries/content/assets/public/scpa/2003-banks.pdf.

Banks, J. A. (Ed.). (2004). Diversity and citizenship education: Global perspectives. San Francisco:
Jossey-Bass.

Hseu, M., & Hetzel, J. (2000). Bridging the Cultural Divide Through Multicultural Children’s Literature.
http://buddies.org/articles/Literature.html.

James, P., & Steger, M. (2013). Levels of Subjective Globalization: Ideologies, Imaginaries, Ontologies.
Perspectives on Global Development and Technology, 12(1-2), 17-40. doi:10.1163/15691497-12341240

Mignolo, W. (2000). Local Histories/Global Designs: Coloniality, Subaltern Knowledges, and Border
Thinking. Princeton: Princeton University Press.
Monobe, G., & Son, E. H. (2014). Using Children’s Literature and Drama to Explore Children’s Lives in
the Context of Global Conflicts. The Social Studies, 105(2), 69-74.
Parla, I. (1994). Educating teachers for cultural and linguistic diversity: A model for all teachers. New
York State Association for Bilingual Education Journal, 9 (1-6). Retrieved from
https://digitalcommons.fiu.edu/cgi/viewcontent.cgi?article=1018&context=sferc

Steiner, S. F., Nash, C. P., & Chase, M. (2008). Multicultural Literature That Brings People Together.
Reading Teacher, 62(1), 88-92.
Sutcliffe, R. (2017). Subjective Globalization. Global Encyclopedia of Public Administration, Public
Policy, and Governance. Retrieved from https://link.springer.com/content/pdf/10.1007/978-3-319-31816-
5_3155-1.pdf.

GROUP 4

Genosas
Hontalba
Salise
Salveron
Sintos