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M U_ L_ T _I C_ U L _T U R
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 GLOBALIZATION, CULTURAL AND
MULTICULTURAL LITERACIES

REPORTERS:
ANTINERO,AIRA MAE
BUSTAMANTE,NOIME
EVANGELISTA,JENNIFER
LALUAN, ANGELICA
RENIDO,CORINA
 GLOBALIZATION

There has been a hot debate about

globalization. Some people believe
globalization is a dangerous
phenomenon which has changed
the world in negative ways.
Globalization
 has brought
undesirable consequences to
society, affecting its peace. On the
other hand, another group of people
regard globalization as a fruitful
phenomenon, making the world
more connected and informed than
ever before. They look at it as a
novel source for optimism in the
world. It is clear that this group see
various advantages of globalization .
The Effects of Globalization in the 21st Century
 ‘Some people have associated
“globalization” with progress,
prosperity and peace. For
others, however, the word has
conjured up deprivation,
disaster and doom.’

 Scholte is Professorial
Research Fellow in the Centre
for the Study of Globalization
and Regionalization.

Jan Aart Scholte

Listed below are some points that highlight the Effects of
Globalization:

 With globalization some of the challenges for knowledge, education

and learning will provide today’s learners the ability to be more
familiar and comfortable with abstract concepts and uncertain
situations.
 Globalization enhances the student’s ability to acquire and utilize
knowledge.
 Globalization enhances the ability of learners to access, assess,
adopt, and apply knowledge, to think independently to exercise
appropriate judgment and to collaborate with others to make sense
of new situations.
 Globalization breaks the boundaries of space and time. Using
advanced information and communications technologies, a new
system of knowledge, education and learning should apply a wide
range of synchronous and asynchronous activities that aid teacher
and student in breaking boundaries of space and time.
 CULTURAL LITERACY
 The collaborative potential of digital
technology (combined with
innovative teaching strategies and
student-led learning) means that
cultural literacy in a collaborative
classroom is not out of reach.
 By earning a Master of Science in
Education in Educational Theory
and Practice degree, educators can
learn how to implement these
technological and educational
Cultural literacy- or the ability innovations.
to understand, interact and
collaborate across different
cultures.A necessary skill in
the 21st century.
THE ROOTS OF CULTURAL LITERACY
E.D. Hirsch Jr. coined the term "cultural
literacy" in 1987. He used the term to imply
that just as literate people are fluent in
reading and writing, culturally literate people
should be fluent in their cultural heritages,
histories, literature, art, politics and the like

Cultural literacy helps students interact and

collaborate effectively, both of which will be
necessary skills in their lives after graduation.
According to educational theories such as
Vygotsky's Social Development Theory,
learning occurs in the social context of
E.D. Hirsch Jr. community. As such, a deeper understanding
of diversity in one's community should improve
learning. This means that cultural diversity is
our greatest educational resource.
 CO-CONSTRUCTING KNOWLEDGE
AND THE COLLABORATIVE CLASSROOM
The concept of co-constructing
knowledge is simple: teachers stop
playing the traditional role of teacher-as-
orator or the sole director of knowledge
and learning. Instead, they focus on
student-led learning, which values student
input regarding how and what they would
like to learn. teachers are facilitators,
providing learning tools and offering
instruction and suggestions as students
need it. Taking ownership of their learning
helps students build motivation. Moreover,
students grow comfortable with sharing
their insights and needs with fellow
students, which fosters cultural
understanding through natural group
process-based learning.
 What is Multicultural Literacy?
Multicultural Literacy consists of the skills
and ability to identify the creators of
knowledge and their interests (Banks,
1996), to uncover the assumptions of
knowledge, to view knowledge from
diverse ethnic and cultural perspective,
and to use knowledge to guided 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).
 According to Boutte (2008) 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 towards achieving social justice within our
communities. Because of the growing racial,
language and ethnic diversity in our country,
Multicultural Literacy needs to be transformed in
substantial ways to prepare students to function
effectively in the 21st Century (Boutte, 2008).

By making small changes within the classrooms, it can create big

changes globally (Boutte, 2008). As diversity grows, there is a need for
the emergence of multicultural education that is more representative of
the students in today’s classrooms.
 Issues in Teaching and Learning
Multicultural Literacy in the Philippines

The population of the Philippines has been

multicultural. The culture of the Philippines
reflects the complexity of the history of the
Philippines through the blending of the
culture of diverse indigenous civilizations
with characteristics introduced via foreign
influences.

The Philippines is a mixed society, both singular and plural in form.

Singular as one nation, but it is plural in that it is fragmented
geographically and culturally. The nation is divided between
Christians, Muslims, and other religio-ethno-linguistic groups;
between urban and rural people; between upland and lowland
people; and between the rich and the poor.
The Philippines has various ethnic groups that identify themselves
based on several factors such as ancestry, language, or religion. In
Mindanao, there are several ethnic groups of similar ancestry, but
whose religion is Islam, and whose culture is not as “Westernized” on
the surface as that of the Christian Filipinos. There are also various
tribal groups throughout the Philippine archipelago who are generally
neither Muslim nor Christian, and are least influenced by Islamic or
western cultures. The Philippines is one of the most diverse countries
in terms of ethnicity.
With the experiences of our fellow Filipinos, most minorities are
being left behind. They are seen as lower class citizens. When they
enter schools, most of them are being bullied and mocked by the
majority of the students; some of them have to put up with names
being shouted at them. The indigenous people are also mocked
when their beliefs and traditions do not conform with the majority, for
they are regarded as those with a social or cultural identity distinct
from the dominant or mainstream society

SOCIAL STATUS
The gap between rich and poor in the Philippines is widening, with
the richest 10 percent of families raking in more than a third of the
country’s total income. Education has also become a part of the
institutional mechanism that divides the rich and the poor. The rich
tend to discriminate the less fortunate.
 POOR RICH

Inequality between the rich and the poor divides the population.
The poor cannot enjoy what the rich people are enjoying. The
underprivileged cannot benefit from studying in well known
universities. And, when they mingle with well- off students, they end
up being unnoticed. According to Godofredo Roperos, “It seems
the disparity in the social and economic condition between our rich
and poor is glaring.
 STEREOTYPES

Stereotype is a way of representing and

judging other people. Stereotypes can
revolve around a certain characteristic of
the group of persons to which they are
assigned. The persons of that group
may even be reduced to being known
and understood through a lens based on
the stereotype that results from this,
rather than being viewed as individuals.

A stereotype tends to judge a person by the way he looks not for who
he is. Sociologist Charles E. Hurst of the College of Wooster states
that, “One reason for stereotypes is the lack of personal, concrete
familiarity that individuals have with persons in other racial or ethnic
groups.