Building and Enhancing New Literacies Across the

Curriculum
MULTICULTURAL AND GLOBAL LITERACY  Requires awareness & action, consistent
w/ a broad understanding of humanity, the
Multicultural Literacy
planet and the impact of human decision
Consists of the skills & ability to identify the on both.
creators of knowledge and interests to reveal  Aims to empower students w/ knowledge
assumptions of knowledge, to view & action to make a positive impact in the
knowledge from diverse ethnic & cultural world & their local community.
perspective, and to use knowledge to guide
Characteristics of a Global Citizen:
action that will create a humane and just
world. 1. Respect for human regardless of race,
gender, religion, or political
- Brings attention to diversity, equity &
perspectives
social justice to foster cultural awareness
2. Respect for diversity & various
by addressing difficult issues like
perspectives
discrimination & oppression towards
3. Promote sustainable patterns of living,
other ethnicities.
consumption, & production
- Creating small changes in the classroom
4. Appreciate the natural world &
can create a big impact globally.
demonstrate respect on the rights of all
- Teaching students to be advocates of
living things.
multiculturalism is a matter of sending a
message of empathy & tolerance in Interconnecting Multicultural & Global
school to develop a deeper Literacy
understanding of others & appreciation
to different culture. In a classroom students embrace diverse
o These requires knowledge prior behaviors, cultural values, patterns of
practice, & communication yet they all share
to teaching students how to
one community, w/c is educational
question assumptions about
opportunity.
cultural knowledge & how to
critique & critically think about Teachers should teach their students that
important cultural issues, w/c is other culture exist & that these deserve to
also essential to make be acknowledge & respected.
multicultural literacy a 21st Integrating a variety of cultural context into
century literacy. lessons & activities
o Teaches student to view the world
Education for multicultural literacy should:
from different angles, creates
- Help students to develop 21st century respect for diversity & enables
skills & attitudes that are needed to student to learn exciting
become active citizens that will work information.
towards achieving social justice w/in Educators must analyze and address
communities. diversity issues & integrate
- Should be transformed to help students multiculturalism information into the
prepare and to function effectively in the classroom curriculum.
21st century.
Global Literacy
 Aims to address issues of globalization,
racism, diversity & social justice.
 Promoting Global Competence in Schools
School plays a crucial role in helping young
people to develop global competence.
- School provides opportunities to critically
examine global developments that are
significant to both the world & their own
lives.
Global Competence Framework
- School teach students how to critically,
effectively, & responsibly use digital
information & social media platforms.
Take action for Examine
collaborative well- - School encourage intercultural sensitivity
local, global,
being, & & international & respect by allowing students to engage
sustainable issues
development in experiences that foster an
appreciation for diverse people,
language & cultures.
- School positioned to enhance students’
Understand & ability to understand their place in the
Engage in open, appreciate the
appropriate & community & the world & improve such
perspective and
effective world views of ability to make judgments & take action.
interactions across others
culture The Need for Global Competence
1. To live harmoniously in multicultural
Global Competence communities.
Global competence is a multidimensional o Education can teach students
capacity. Where globally competent the need to address cultural
individuals can analyze & rationalize local, biases & stereotypes.
global & intercultural issues, understand & 2. To thrive in a changing labor market.
appreciate different perspective & o Education can boost
worldviews, interact successfully & employability through effective
respectfully w/ others, & take responsible communication & appropriate
action toward sustainability & collective behavior w/in diverse teams.
well-being. 3. To use media platforms effectively &
This refers to skills, values, & behaviors responsibly.
that prepare young people to thrive in a o Give rise to new concepts of
diverse, interconnected & rapidly learning, wherein young people
changing world. exercise to take their freedom on
The ability to become engaged citizens & what & how they learn.
collaborative problem solvers who are 4. To support the sustainable
ready for the workforce. development goals.
o Education can help new
generations who are about
OECD’s Program for International Student global issues & engage in social,
Assessment (PISA) developed a framework political, economic, &
to explain, foster & assess students’ global environmental discussions.
competence.
Dimensions of Global Competence:
- This design serves as a tool for Implications to Education
policymakers, leaders, & teachers in
1. Examine issues of local, global, &
fostering global competence among
cultural significance
students worldwide.
 Globally competent people Young people’s role as active &
practices effective utilization of responsible members of
knowledge about the world & society.
uses critical reasoning in Individual’s readiness to
forming their own opinion about respond to a given, local, global
global issues. or intercultural issue or
Uses higher order thinking situation.
skills. Globally competent people
Students that can draw on & creates opportunities to get
combine the disciplinary engaged to improve living
knowledge & thinking styles conditions in their community &
learned in school to ask build a just, peaceful, inclusive
questions, analyze data, & & environmentally stable world.
propositions, explain
Assessment Strategy for Global Competence
phenomena, & develop a
position concerning a local, Contributes development while considering
global, or cultural issue. challenges & limitations.
Globally competent people
effectively use & create both 2 components
traditional & digital media. Cognitive test exclusively focused on
2. Understand & appreciate the the construction of global
perspective & world views of others understanding
Globally competent people who Set of questionnaire items collecting
are willing & capable of self-reported information on students’
considering other people’s awareness on global issues & cultures,
perspectives & behaviors from skills (cognitive & social) and attitudes,
multiple viewpoints to examine as well as information from school &
their own assumptions. teachers on activities that promote
Consider & appreciate the global competence.
connection that enables them to
bridge in differences & create Curriculum for Global Competence:
common ground. Knowledge, Skills, Attitude & Values
Retaining cultural identity while The curriculum should focus on 4 knowledge
becoming aware of the cultural domain:
values & beliefs of people
around them. 1. Culture & intercultural relations
3. Engage in open, appropriate & 2. Socio-economic development &
effective interactions across interdependence
cultures 3. Environmental sustainability
Globally competent individuals 4. Global institutions, conflicts & human
do when they interact w/ people rights.
from different cultures. - These 4 domains should stress on the
Individuals’ capacity to interact differences in perspectives, questioning
w/ others across differences in concepts & arguments.
ways that are open, appropriate - Students can acquire knowledge in this
& effective. (Understand norms, domain by reflecting on their own cultural
adapts behavior, respectful) identity and their peers by analyzing
4. Take action for collective well-being common stereotypes towards people in
& sustainable development their community or related cases of
cultural conflict.
 - Acquiring knowledge in this aspect is
important in developing values, such as
peace, respect, non-discrimination,
equality, fairness, acceptance, justice,
non-violence, & tolerance.
Skills to Understand the World & to Take
Action
Effective education for global competence
gives students the opportunity to mobilize &
use their knowledge, attitudes, skills & values
together while sharing ideas on global issues
in & outside of school or interacting w/ people
from different cultural backgrounds.
School Community that desires to
nurture global competence should
focus on clear, controllable, &
realizable learning goals.
o Engaging all educators to reflect
on teaching topics that are
globally significant.
o Skills that foster deep
understanding of the world
o Facilitate respectful interaction
in multicultural contexts
o Attitudes & values that drive
autonomous learning
o Inspire responsible action.
Knowledge about the world & other cultures
Global competence is supported by:
Knowledge of global issues that affects
lives locally and globally.
Intercultural knowledge or knowledge
about similarities & differences
Relation among cultures.
This knowledge helps people challenge
misinformation & stereotypes about other
countries & people.
- Results in intolerance & oversimplified
representation of the world.
Can be done through following strategies:
Perspective-taking – cognitive &
social skills of understanding know
other people think & feel
Adaptability – ability to adapt systems
thinking & behaviors to the prevailing
cultural environment, or to situations &
contexts that can present new
demands or challenges.
Openness, respect, for diversity, &
global-mindedness
Globally competent behavior requires:
Attitude of openness towards people
from cultural backgrounds
o involves sensitivity towards
curiosity about & willingness to
engage w/ other people & other
perspectives on the world
Attitude to respect for cultural
differences
o Consist of positive regard for
someone based on judgement
of intrinsic worth.
 The dignity of all human
beings & their inalienable
right to choose their own
affiliations, beliefs,
opinions or practices
Attitude of global-mindedness
o Worldview, in which sees
him/herself connected to the
community & fells a sense of
responsibility for its members.
Valuing Human Dignity & Diversity
This contributes to global competence
because they constitute critical filters w/c
individuals process information about other
cultures & decide how to engage w/ others &
the world.
4 aspects of valuing equality of rights &
dignity
1. Prohibition of all types of inhuman
treatment, humiliation or degradation
by one person over another
2. Assurance of the possibility for
individual choice & conditions for each
individual’s self-fulfillment, autonomy
or self-realization
3. Recognition that protection of group
identity & culture may be essential for
that of personal dignity
4. Creation of necessary conditions to
have essential needs satisfied.
Global Understanding
The framework distinguishes 4 interrelated - Teachers may engage in professional
cognitive processes that globally competent learning communities & facilitate peer
students need to use to understand fully learning.
global or intercultural issues & situations - Teaching minority cultures in different
subject areas entails accurate content
1. Capacity to evaluate information,
information about ethnically & racially
formulate arguments & explain
diverse groups & experiences.
complex situations & problems by
- Curriculum should promote the
using connecting evidence, identifying
integration of knowledge of other people,
biases & gaps in information &
places, & perspectives in the classroom
managing conflicting arguments.
rather than using “tourist approach” or
2. Capacity to analyze multiple
giving students superficial glimpse of life
perspectives & worldviews, positioning
in different countries now & then.
& connecting their own & others’
- Textbooks & other IM’s can distort
perspective.
cultural & ethnical differences.
3. Capacity to understand differences in
- Teachers & students should critically
communication, recognizing the
examine textbooks & other resources &
importance of socially appropriate
supplement information when necessary.
communication & adapting it to the
- Connecting global & intercultural topics
demands of diverse cultural contexts.
to reality, contexts & needs of the
4. Capacity to evaluate actions &
learning group is an effective
consequences by identifying &
methodological approach to make them
comparing different courses of action
relevant.
& weighing actions on the basis of
consequences. Pedagogies for promoting global competence
Globally competent students should be able Group-based cooperative project
to perform a wide variety of task utilizing work – improves reasoning &
different cognitive processes. collaborative skills. Involves topic or
theme based task suitable for various
- Reasoning with evidence
levels & ages. Goals & content are
- Searching effectively for useful sources
negotiated & learners can create their
of information
own learning materials that they
- Evaluating information on the basis of
present & evaluate together.
relevance & reliability
o The learners then would realize
- Synthesizing information to describe
that to be efficient, they need to
main ideas
be respectful, attentive, honest,
- Combining background knowledge, new
& empathic.
information & critical reasoning to build
Class discussion – encourages
multi-casual explanation of global or
proactive listening & responding to
intercultural issues.
ideas expressed by peers.
Integrating Global & Intercultural Issues in the o Students learn that there is no
Curriculum single right answer to a
problem, understand the
- Teachers must have clear ideas on
reasons why others hold
global & intercultural issues that students
different views and reflect on
across ages may reflect on it.
the origins of their own beliefs.
- Collaborative research topics & carefully
Service learning – help students
design curriculum while giving students
develop multiple global skills through
multiple opportunities to learn those
real world experiences. Requires
issues.
students to participate in organized
activities that are based on what has
 been learned in the classroom that
benefit their community.
o Learners reflect critically on
their service experiences to
gain further understanding of
course content to gain further
understanding, enhance their
role in society.
o Student not only “serve to learn”
but also, “learn to serve.”
Story Circle Approach – intents
students to practice key intercultural
skills, including respect, cultural self-
awareness & empathy.
o Students, in groups of 5-6,
takes turn sharing a 3-min. story
form their own experience
based on specific prompts.
After, students then share the
most memorable point from
each story in a “flashback”
activity.
o Other types of intercultural
engagements involves
simulations, role plays, & online
games.
Attitudes & values integration toward global
competence
An important initial step in cultivating values
for global competence is allocating teaching
time to a specific subject that deals w/ human
rights issues & non-discrimination.
Recognizing the school & classroom
environments’ influence on developing
students’ values would help teachers become
more aware of impacts of their teaching on
students.
Values & attitudes are partly
communicated through:
 Formal curriculum
 Ways where teachers & students
interact
 How discipline is encouraged
 Types of opinions & behavior that are
validated in the classroom.