MULTICULTURAL AND

GLOBAL LITERACY
By:
Ana Mae Costas
Elma Eculla

Lara Jane Eripol

Angel Khate Facurib
OBJECTIVES:
 Discuss global and multicultural literacy
 Illustrate the Global Competence Framework
 Explain the dimension of multiculturalism
 Issues in Teaching and Learning Multicultural Literacy
in the Philippines
WHAT IS GLOBAL AND MULTICULTURAL
LITERACY?

WHY WE NEED TO STUDY GLOBAL AND

MULTICULTURAL LITERACY?
 GLOBAL LITERACY

 Global literacy is an understanding of how the world is organized and

interconnected. It brings awareness of the possibilities and
constraints facing the world’s people. Students who are globally
literate are able to think critically about the world and the role that
they play on it. These students have an understanding of and
appreciation for the different cultures, customs, systems and
relationships that exist throughout the world. Globally literate students
are empowered to affect positive change in the world.
GLOBAL LITERACY AIMS TO ADDRESS ISSUES OF:
 Awareness and action
 Consistent in broad understanding of
humanity, the planet, and the impact of
human decision on both.

 Aims to empower student

with knowledge.
 Take action to make a
positive impact to the world
and local community
 MULTICULTURAL LITERACY
 Multicultural Literacy consists of the skills and ability to
identify the creator 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 to
create a humane and just world (Boutte, 2008)
 Bring attention to diversity, equity and social justice to
foster a cultural awareness by addressing difficult issue
like discrimination and oppression towards other
ethnicities ( Boutte, 2008)
 Help student to develop 21st century
skills and attitude needed to become
active citizens who will work toward
achieving social justice within
communities.

 Growing racial and ethnic

diversity in the country.
 Making small changes within
the classrooms can create
big changes globally.

 Teaching students to be advocates of

multiculturalism is also a matter of
sending a message or empathy and
tolerance in schools to develop better
understanding of others and
appreciation of different cultures.
WHY MULTICULTURAL LITERACY IS IMPORTANT?
• This serve as a powerful tool in enabling students to gain a better understanding of
both their own culture and the cultures of others.
• Students may develop greater cognitive skills as they learn to engage with and
critically evaluate the texts that they have read.
• It promotes cultural sensitivity.
• It promotes empathy and unity.
• It promotes cross-cultural friendship.
• Help students look critically at the world
• Encourage identity information
 HOW ARE MULTICULTURAL AND GLOBAL
LITERACY INTERCONNECTED?
 Every classroom contains students of different race, religion and cultural groups. Student embrace
diverse behaviors, cultural values, patterns of practice and communication. Yet they all share one
commonality: their educational opportunity
 Teachers should teach their student that other cultures exist and that these deserve to be
acknowledged and respected. Integrating a variety of cultural context into lessons and activities,
teaches student to view the world from any angles, creates a respect for diversity and enables
students to learn exciting information. As a classroom become increasingly more diverse, it is
important for educators to acknowledge an address diversity issues and to integrate
multiculturalism information into a classroom curriculum.
 GLOBAL COMPETENCE
FRAMEWORK
 Global competence is the capacity to examine local, global
and intercultural issues, to understand and appreciate the
perspectives and world views of others, to engage in open,
appropriate and effective interactions with people from
different cultures, and to act for collective well-being and
sustainable development.
 It is a multi-dimensional construct that requires a
combination of knowledge, skills, attitudes and values
successfully applied to global issues or intercultural
situations. 
THE DIMENSION OF CULTURALISM
ISSUES IN TEACHING AND LEARNING MULTICULTURAL LITERACY
IN THE PHILIPPINES

• A number of important issues stand in the way of Philippines educators,

attempting to learn multicultural literacy for themselves and teach it in turn to
others, which are different from what can be found in western literature,
particularly those to the united states.
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CONFLICTING REQUIREMENTS
FOR PEACE
 When requirement is consistent with another
requirement.
 Multicultural literacy is peace among different
cultures.
 productive and non violent interaction
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NATIONALISTIC AND
REGIONALIST PUSHBACK
•Multicultural sensitivity, inclusions and diversity
•KWF, komisyon ng Wikang Filipino
•National Orthography
• Such issues become even more complex and clouded when they
come to a lead with:
 economic
Social in justice
Religion
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THE PERSISTENT OF THE

PROBLEM
 Multicultural literacy might seem to just a
matter of good common sense and
understandably.
 Ethnicity or in the case of Philippines
region of origin
 Another issues in teaching and learning multicultural
literacy is better posited as a question
 “why should I treat people of another culture’’
 One example ‘’bawal magtapon ng basura dito”
 Learn about other culture
 Familiarize yourself with how discrimination,
prejudice appear in your own culture.
 As you are, so you will behave
THESE ARE SOME EXAMPLES OF ISSUES AND
CHALLENGES

 Ethnicity
 Equality
 Ways of learning
 Different learning style
 Poverty
 Bullying
 Student attitudes and behavior
 Family actors
 Technology