GLOBALOZATION AND
MULTICULTURAL LITERACIES
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
positive impact in the world and their local community (Guo, 2014). 2
GLOBAL CITIZEN
According to the Ontario Ministry of Education (2015), a global citizen should
possess the following characteristics:
Respect for human regardless of race, gender, religion or political perspectives;
Respect the diversity and various perspectives;
Promote sustainable patterns of living, consumption, and production;
And appreciate the natural world and demonstrate respect on the rights of all living
things.
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Interconnecting MULTICULTURAL and global LITERACY
Every classroom contains students of different races, religions and cultural
groups. Gou (2014) averred the students embrace diverse behaviors, cultural
values, patterns of practice, and communication, yet they all share one
commonality, which is their educational opportunity.
Therefore, teachers should teach their students that other cultures exist and
that these deserve to be knowledged and respected. Integrating a variety of
ciltural context into lessons and activities, teaches students to view the
world from many angles, creates respects for diversity and enables students
to learn exciting information.
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GLOBAL COMPETENCE
Global competence is a multidimensional capacity. Therefore, globally
competent individuals can analyze and rationalize local, global and
intercultural issues, understand and appreciate diffeent perspectives and
worldviews, interact successfully and respectfully with others, and take
responsible action toward sustainability and collective well-being (OECD
publication).
Global competence refers to skills, values and behaviors thatprepare young
people to thrive in a diverse, interconnected and rapidaly changing world.
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Promoting global competence in schools
Schools play a crucial role in helping young people to develop
global competence. They can provide opportunities 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 platforms.
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THE NEED FOR GLOBAL
COMPETENCE
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4 reasons why global competence is necessary
To live harmoniously in multicultural communities.
To thrive in a changing labor market.
To use media platforms effectively and
responsibly.
To support the sustainable development goals.
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DIMENSIONS OF GLOBAL
COMPETENCE:
IMPLICATION TO EDUCATION
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DIMENSIONS of global competence:
Implication to education
- 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 integrate global competence as a
multifaceted, cognitive, socio-emotional and civic learning goal (Boix
Mansilla, 2016).
Dimension 1: Examine issues of local, global and cultural significance
People who acquire a mature level of development in this dimension, use
higher-order thinking skills, such as selecting and weighing appropriate
evidence to support arguments about global development.
DIMENSIONS of global competence:
Implication to education
Dimension 2: Understand and appreciate the perspectives and
world views of others
This dimension highlights that globally competent people are
willing and capable of considering other people’s perspective
and behaviors from multiple viewpoints to examine their own
assumptions.
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DIMENSIONS of global competence:
Implication to education
Dimension 3: Engage in open, appropriate and affective
interactions across cultures.
This dimension describes what globally competent individual
can do when they interact with people from different cultures. It
emphasizes individuals’ capacity to interact with others across
differences in ways that are open, appropriate and effective.
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DIMENSIONS of global competence:
Implication to education
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 issue or situation.
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The assessment startegy for
global competence
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The assessment strategy for global
competence
The PISA 2018 assessment has 2 component
⊹ Cognitive test – exclusively focused on the construct of “global
understanding”.
⊹ Set of questionnaire items collecting self-reported information on
students’ awareness on global issues and cultures, skills and attitudes,
as well as information from school and teachers.
Curriculum for global
competence:
Knowledge, skills,
attitudes and values
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Curriculum for global competence:
knowledge, skills, attitudes and values
- Schools can provide opportunities for students to explore complex global issues that
they encounter through media and their own experience.
The curriculum should focus on four knowledge domains:
⊹ Cultural and intercultural relations;
⊹ Socio-economic development and interdependence;
⊹ Environmental sustainability;
⊹ Global institution, conflict and rights
Skill to understand the world and to take action
- Global competence builds on specific cognitive, communication and socio-emotional
skills. A school community that desires to nurture global competence should focus on
clear, controllable and realized learning goal.
Knowledge about the world and other cultures
- Global competence is supported by the knowledge of global issues
that effect lives locally and around the globe, as well as intercultural
knowledge, or knowledge about the similarities differences and
relations among cultures.
This can be done through the following strategies (OECD, 2018)
Perspective-taking refers to the cognitive and social skills of
understanding how other people think and feel.
Adaptability refers to the ability to adapt systems thinking and
behaviors to the prevailing cultural environment, or to situations and
contexts that can present new demands or challenges.
Openness, respect for diversity and global-
mindedness
- 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 towards from other cultural background involves sensitivity toward
curiosity about and willingness to engage with other people and other
perspectives on the world (byram, 2008, council of Europe, 2016a)
- Respect consists of a positive regard for someone based on judgement of instinct
worth (council of Europe 2016a).
- Global-mindedness is defined as a world view, in which one sees him/herself
connected the community and feels a sense of responsibility for its members
(hansen 2010).
VALUING HUMAN DIGNITY AND DIVERSITY
- Valuing human dignity and valuing cultural diversity contribute to global competence
because they constitute critical filters through which global individuals process
information about other cultures and decide how to engage with others and world.
Clapham (2006) introduce the four aspects of valuing equality of core rights and
dignity to wit:
1. The prohibition of all types of inhuman treatment, humiliation or degration by one person over
another;
2. The assurance of the possibility for individual choice and the conditions for each individual’s self-
fulfillment, autonomy or self realization;
3. The recognition that protection of group identity and culture may be essential for that person
dignity, and
4. The creation of necessary condition to have the essential needs satisfied.
Global understanding
- Understanding is the ability to used knowledge to find meaning and connection
between different pieces of information band perspective.
The framework distinguished four interested cognitive processes that globally
competent students need to use to understand fully global or intercultural issues and
situation (OECD, 2018)
1. The capacity to evaluate information. Formulate arguments and explain complex situations and
problem by using and connecting evidence, identifying biases and gaps In information and
managing conflicting arguments.
2. The capacity to analyze multiple perspective and worldviews, positioning and connecting their
own and others perspective on the world
3. The capacity to understand differences vin communication, recognition the importance of socially
appreciate communication and adapting it to the demands of diverse cultural contexts
4. The capacity to evaluate actions and consequences by identifying band comparing different
courses of action and weighing actions on the basis of consequences.
THANK YOU!
GROUP 1 22
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