we if, \y CHAPTER 2 Y Globalization and Cultural and Multicultural Literacies ‘OBJECTIVES At Ihe end of this chapter, you should be able to develop a clear and proctical understanding of the following: * globalization and its implications on both the national and individual level; * cultural and multicultural literacy in the Philippines; and * one's personal level of cultural and multicultural literacy. Globatization is the process of interaction and integration between people, business entities, governments, and cultures from other nations, diiven by international trade and investment and supported by information technology (Lovin institute, 2017) To better illustrate this, consider two people from different countries, for sxample, the Philippines and South Korea. Let Us say they meet in college and become good friends, so thatthe Korean comes to be treated like a member Of the Filipino's family. After some time, the Korean returns to her own country, but something has changed—she notices an aspect of her culture that she finds herself wishing to be more Filipino. She knows very well that she cannot Change Korean culture as a whole, $0 she clecides to just change herself, Shejust a little thing here ond th thing, of course—just a little thir Fe she j eps | oecn but the just does a few things differently from those mG s . have never been to the Philippines. mex time passes and the Korean is very hoy en suppor oped 1 her ite that makes it just a littie more Pipe the changes ner colleagues notice how she does some things differenly ang os oahe el her abovt he experencesin he Fripp tnd how that in some ways, she wishes to do things the way the Fliginos do, Hor coleagues decide fo give it try, and they find that they lke ths dtferen, way of doing things, too. Now/elussay that when we look at the persondrom the Philigpines, something similar hos taken place: the Filipino, while stil being Filipino through and through, hos made a few changes in her life as a result of her experience of Korean culture through her friend during their years in college. Some of her fiends have ako noticed it and have made similar little changes in their own lives. ‘0 Because our exposure to the concept of globalization has largely been through on economic lens, it is tempting to limit globalization as something that concems economiss and businessmen. But globalization and its effects go beyond import or export and Foreign Direct Investment (FDI). Notice that in our illustration, the friends of the two people in question were affected by their interaction, even if they themselves had never been to Korea of had not met a Filipino. Now scale this up fo the point where it is not just lwo people from two different nations interacting, but millions of people, from eee ateren counties where we are no longer integrating od recipes, but everything from slyles of efothing, fers of entertainment, education, technology, manutecturing, ways of doing business, ideas, oY fact wwe know it ‘orloy. ‘95, and whole worldviews. This is globalization as Globalization as a phenomenor ; 5 Nn is Not new. Nation: e been interacting and integrating with one another Tor ile oe 6 eer nia. Cor how ancient Greek culture was so wi wick that oven the Egyptians could speak thei language os Ine Mediterranean pied by Greek culture that they Sage; and how Rome was 50 Y adopted it one much ofthe Chinese, Atcb, and incon cultures have resale: Consider how so nese interactions and subsequent integrations did not 1 ne Pat OF Our Own: even during centuries before there was even o page MoPPEN recently, but Philippines. Political entity known as the What is cifferent now, however, is the speeq at happening, its overall scope, and its effect: WICH globalization is ‘ ° IS on th Not only are we interacting with, learning lives . learning from, ‘orci people. gleaned from oiher cultures and nations at qn, oN integra nary people ing knowledge ted rate, there nite, is now also a sense that no matter where one ipeO"ececien 5 oF hy OW ir W limited is one's 141 thd ond toface-to-face interaction with members of another nation or culture and how limited one's time is spent online, globalization and its effects are inescapable. Even remote villages will be exposed fo the latest KPOP hii, if hey have access to aradio. If they produce tice, they will also feel the effects of more affordable tice imports from Thailand and Vietnam. If they have access to a kerosene stove, they will feel the effects of the fuctuations in oll prices originating from Arab nations. All these things take place without having ta know anyone from or anything about Korea, Thailand, Vietnam, or the Middle East. The Effects of Globalization . The effects of globalization are multi-dimensional. As shown earlier, they range from economic to cultural, on both national and individual levels, Meyer (2000) summarizes the effects of globalization as follows: * economic, political, and military dependence and interdependence between nations; + expanded flow of incividual people among societies: + interdependence of expressive culture among nations; and * expanded flow of instrumental culture around the world. ‘CHARTER Gobataaon ang Cura and Mulakuraiercos | 1Sppendencelinterdependence Economic De} opt ‘ein globaleation entered the Philippine public mindset ing oy 98 wna populoly understood to be a mainly economic phenomenon, ecary 905, i owned businesses coy) i Stihal. The idea that foreign-owned businesses coyq cane roo TS county ond freely "set-up shop,” thereby choking-out locg Pchustries was not a welcome thought even though if was erroneous, | ontpning sociely has come to realize that this early perspective repeenied asnolow nderstanding of globalization, the fact of the matter is that globalization has brought economic development to our society as ‘a whole. By attracting Foreign Direct Investment (FO) new technologies, employment opportunities, ‘and money have come into the country, The phenomenon of a taxi driver owning multiple smartphones to browse social media while stuckin traffic because of the rise of the number of vehicles on our roads is testament to this fact. This does not mean, however, that there have been no negative effects of globalization. Kentor (2001) notes that foreign capital dependence increases income inequality in four ways: (1) It creates a small, highly patd class of eles to manage these investments, who create many bul usually low-pay jobs; (2) Profits from these invesimenis cre repatiated, rather than invested in the host country, therefore inhibiting domestic capital formation; (3) Foreign capitol penetration tends to concentrate land ownership among the very tich; and (4) Host couniries tend to create poiffical and economic climates favorable to foreign capital that in tum iimit domestic labor's ability to obtain better wages. In simple words, “the rich become richer, and the poor become poorer.” Hout (1980) observes that interna’ coon tk age eg teva epandence {anther wrt role of children as economic necessities (the familiar say) Kee movant anak, maraming katuiong so hanopbuhay"). | ing "Kapag maraming growth. ¥"), leading to explosive population development yet competes for resources Coupled with the ‘economic inequallies in which tvs ost, encourages police! inslobilly, resulting in potcies thet face, ® CoUeNe: Is of income, which in turn discourages investment, whey Go! tne redistribution pa nich then slows economic with the rest of the population. Poltical and Miltary Dependence /interciepencience A survey conducted in late 2018 found that throe + that the United States would intervene on behall oo,” AVE Filo; ‘war (Viray, 2018). Despite the current very conserva; g® Country Oe foreign policies, this can be taken as evidence of the pete of te cose OF ‘on both the political and military power of the us inPPines: clon US on its or Pencence © Maintain its 16 | ulkingandErtarcng New Urals Across the Cian Sf' sovereignty as a nation-state in the Southeast Asia region. Similar things can be said of Russia and the many communist nations throughout the world. The point is that where there are some forms of economic dependence/ interdependence, political dependence/interdependence is not far behind, as the participating nations strive to protect their investments and interests in one another. Expanded Flow of Expressive and Instrumental Culture Expressive culture, as the term suggests, deals with how a particular Culture expresses itself in ils language, music, arts, and the like. Globalization encourages the monetization of these cultural arfifacts and. their import/export ‘among participating cultures‘the increased consumplion of which changes the consuming culture. Case in point, KPOP music and culture was a relatively niche occupation ten years ago, with very few people awore of its existence, let alone ‘actual fans. Today it is practically ubiquitous in Philippine society, alongside the consumption of all things Korean, from skin-core products to instant noodles, Instrumental culture, on the other hand, refers fo “common models of social order” (Meyer, 2000)—that is, models or ways of thinking about and enacting national ideniily, nation-state policies both domestic and foreign, socio-economic development, human rights, education, and social progress. A simple example of thisis the Philippine educational system: Closely pailemed affer the American educational system, education leaders in the ‘country closely follow the educational trends in America ond select European countries, perceiving them fo be the global leaders in the field. While this has served us to an arguably satisfactory degree thus far, itis interesting to observe that the problems and difficulties in American education eventually show-up in Philippine education, albeit five to ten years removed. Expanded Flow of People among Societies The fact that globalization encourages the movement of people between nation-states should come as no surprise to us. The Philippine Statistics Authority {PSA} estimates that there were 2.3 million Overseas Flipino Workers (OFWs) uring the period of April to September 2017, who were responsible for up to 205.2 billion pesos in remittances (Philippine Stalistics Authority, 2018) Meyer (2000) observes three reasons for this: socio-economic migration, political expulsion, and travel/tourism. Socio-economic migration explains the Philippines’ OFW phenomenon, Flipinos travel abroad to find better economic opportunities for themselves and their families for lack of said opportunities here. Political expulsion, on the other hand, has more to do with lrying to escape the political climate of c particulor country, thereby forcing an individual to seek asylum (and ultimately, resettlement) in another more favorable country, ‘HAPTER 2 Gibaleation sn Cura an Nucl rss |?. gm) is a strong indicator of ec leisure (Le. tourism) iso 1g ee oa ee mend more Filipinos ore able to finance sho area yated by curiosity that is fed by social media and enabig ravel i, glebalzction. ultural Literac ° Cultural vey iso tet y Hirsch (1983) i the abit, understand thesignsand smbatsofegven cule or pengab) js is eric i i opposed fo simp ts ils cles and ego acute incu bolh #s foal ers languages, ils idioms and forms of expression: entertainment, valves, custom, fara Oe ans. ond the fke—most of which afé assumed ond unstated, Tas theyare learned by being part of the culture. rather than by any formal mean: To ilusirate this, consider the following statement: “The classroom w obsoltte bedlam." Without any sort of background, the reader's forced to {guess the meaning of the word "bedlam" from iis context within the sentence psi turns out, "bedlam' refers fo a scene of uproar, confusion, and chaos. Tr ‘Jeamis Biiish in origin, refering to a psychiafric hospital in London by the nome of St. Mary Bethlehem that was once representative of the worst excesses o! insone asylums during the 14th century and “bedlam” is o corruption of the word “Bethlehem in the nome. While it is one thing to know that meaning ct the word, note that it is knowledge of its cultural origins that better enables o person to both appreciote ond participate in conversations and activites. am coined by Of couse, by its very definition, cultural literacy is culture-specific, out t is not limited 1o notional cultures, contrary to what many people assume. Th culture of one workplace can be very different from another, just as the culture of a particular school can differ widely from another school nearby. : There are far too many cultures for ar u ny One person t in alot them. As more and more Flipinos travel—both domestcaty ond cbre ooo ood —O5 ‘the result of globalization and the increased 0} ie develop new cullural Heracies comes fo the fore, Nes H Brings. the need to Cultural Uteracy in the Philippines The National Commission for Culture and ths body tasked wih the documentation, preservet Philppine culture, both locally and abroad. Pari of n this and reloted mattetsis through the estabishment ot cidressing Education Program (PCEP), which “envisions a nation of oy nPBINe Cultura! ‘empowered Filpinos” (NCCA. 2015). Designed to make NWO literate and accessible oallsectorsof Philippine society. the PCEP hold, tM"! education meetings, conferences, workshops, or! Comps. and festives INCCA) is the government lon. Gnd dissemination of OW the NCA is es} ‘atic 16 | beng st mda Nw er cron the Csr‘Act 10066 (2010), PCEP has been designated as the body, together with the Department of Education (DepEd), tasked to “formulate the cultural heritage education programs both for local and overseas Filipinos" that are to be an integral part of Philippine education in all its aspects. Cultural education—and thus cultural literacy—in the Philippines is quite a challenge, given that Philippine culture is a complex blend of many indigenous ‘and colonial cultures and varies widely across regions, and the average citizen is almost as ignorant of other Philippine cultures as foreigners are. To point out, consider the question, “What makes something or someone ‘Filipino'?" The average reader will be hard-pressed to pin down a definite answer. De Leon (2011) argues that this is in part due to a colonial mindset among Filipino artists that inhibits the full development and realization of Filipino artistic creativity—a kind of artistic and cultural creativity that is fully Filipino. De Leon (2011) coins this propensity for Filipinos to look at their culfure and themselves through Westem lenses as the Doria Victorina Syndrome, a kind of inferiority complex wherein anything and everything natively Filipino is considered by the Filipinos themselves as being inferior, backward, and worthless in comparison to their Western counterparts, and therefore a source ‘of embarrassment and unease. As De Leon puts it, our low self-esteem borders ‘on self-contempt, the results of which are doubt in the Filipino capacity for achievement, perverse delight in belitting ourselves, lack of respect and even outright contempt for one another, and blind dependence on foreign goods, concepts, techniques, approaches, and expertise (2011). The biggest challenge then, according to him, is the deconstruction of the ni images and notions of ourselves that we have imbibed over generations through “a workable, effective program of education that can make Filipinos more responsive and sensitive to Filipino dignity, needs, values, and cultural potentials and assets.” For De Leon, it is excellence in the arts—via an expression that is truly Filpino—that can form the core of national unity. Of course, this remains to be seen, Challenges for Cultural Liferacy in the Philippines __As Applebee (1987) observes, interesting discussions on cultural literacy Give tise to some very difficult questions which are particularly important to a Multiculturcl and multilingual nation like the Philippines, * What kinds of knowledge constitute cultural literacy? Is it knowing facts, names, and dates, orisit something more experiential like being familiar with a story or a particular song? '" culture is more “caught than taught.” should cultural literacy be one of the goals of education? If yes, how does one teach it? CHAPTER? Gobleation andCutuatand MuticoRual teres | 19| yunose cultures must we be literate in to be considered “cu orate”? who decides which CUTUTES OF included and which tye excluded, and on what bases? ones . [scultural literacy education simply a means for the dominant cy to express ils dominance over minority cultures? Mure «Hows cultural Iteracy to be assessed and evaluated? How can know someone is “culturally literate"? we ‘Asot the writing of this book, no definitive answers to these questions exis in the literature. Multicultural Literacy wesc peme e aee a rap ord Spl Phere erased eos 20. | wutsnganserhancing Ne | suns ypMew Utero ero the Carel rmAS cultures begin to mix and change as a resull of globalization, contle!s inevitably arise overidentity, values, and worldviews. This silualion consequently needs for a literacy that enables us fo quickly and easly idenlity and resolve such conflicts, preferably before they even begin. This has come to be understood as multicultural literacy, Multicultural Literacy as a set of skils and knowledge Is ditflcull 1 define becouse of how it changes depending on the contexls in which Il is discussed For example, multicultural literacy as defined in American literature is differen! from how itis deployed in a more European context. In America, multicultural iteracy -y has very strong leanings foward knowing or identifying the poly-ethnic or igins of knowledge with the express goal of fostering equality, diversity, and social justice. thisis in direct response to the "Euro-centric” ‘ond “white-dominant” traditions of education thot in the eyes of American cultural minorities (particularly the blacks) is a form of racial injustice. This is very foreign to the Philippine context, which, despite having our own deeply ingrained traditions of discrimination, does not have the same issues of discrimination as in the United States, nor the same amount of hostiily, Neverthelass, the fact that the perceived need for muticulturalliteracy stems from a sighted sense of justice for “the other" (that is, any individual, group, or culture that another indiviciual, group, oF culture considers “not of us," for any reason) cannot be ignored in our COIed The skils and knowledge required to be mult-cutturally 1. selflessness; 2. knowledge that good and useful thi those different from us; Ngs can (and do) come from 3. _wilingness to compromise; +4, aeceptance that there cre limits: one! 5. Idea that we cannot be friends with everyone The issues in teaching and learning multicuty are the nationalisic/tegionaistic pushback We"e 'Y in the Philippines ck, 1 Phil problem, and the question of value. ‘Re penistence OF Ihe Questions to Ponder space provided. 1 28 Read! the questions and instructions coretully, Wits yo UF enswy ers on the What mokes o person Flipino? If ¢ person has Filiping in another country, is he/she still a Filipino? What abou ents but is bor a orn Person with | utd set Enhancing Hew traces Across the Crsculyi i een Moule 5 Mulioutural ane Glebal Literacy 71 Module 5: MULTICULTURAL AND GLOBAL LITERACY LEARNING OUTCOMES + Disouss lobal and muticunura evar state the Global Competence Framowork Explain the dimensions of muicutratsme Eluciate on the assessment statogy for slobal compstence and global understanding Prasont offective ways on how to iniegrete global muticutuatsm in the lesson sang Appropriate delvery strategies, instuciong ‘Materials and assessment tose, Draw relevant We lessons and signitcent values. ftom personal experience in demonstrating multicultural ilersay 7. Analyze research abstract on global and mul- toulturaltRerzcy and ie implications on the teachingleaming process 8 Dreft relevant policy in addressing Be multiculturalism in school INTERACTIVE PRESENTATION i trategy wherein each Numbered Heads Together: This is a st student is assigned a number in histher group. Members of the roup agree on an answer while the teacher randomly calls for a simbor and the one who has thet numoer wil answer the question on behalf of the group. cedure: 4. Group the class into 4 or 5 (depending on the class size). 1d a number. ‘ach member is assigne a 77 teacher will ask @ quéstion and call 2 number. i mber in the group, that holds the number being 7 tea ie stand to present the group's collaborative answer. called, 5. The teacher will give feedback. uestions: diversity? \derstand by cultural Ses yo "ston on global cultural conflict? How does it 2. What is your val, economic and politcal aspects of a country yet on |, econ pol and tts interrelations with other nations’72 Buns ano Ensaticine New Li seancies ACROSS THE GunricuLum resolved, if not avoided? t the existing foud between y, gsue of territorial claims? cultural conflict be say abou China on the f nae ould the Philippine government do 4, i .d arguments? 3. How can 4, What can you Philippines and 5. What best initiative $! settle such disputes 2” } | Chae CONCEPT EXPLORATION ‘As schools cater to diverse students in class, be it in tems _ of gender, color, race, nationality, religious affiliations, cultural | beliefs, ethnic, groups, socio-economic status, etc., teachers need | to understand the concept of multicultural literacy to come up with appropriate approaciies in class. 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 wil 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 (Boutle, 2008). ‘Accordingly, education for multicultural literacy should hel? | students to develop the 21 century skills and attitudes that a@ | needed to become active citizens who will work toward achieving social justice within communities. Because of the growing rac@ language and ethnic diversity in the country, multicultural litera! | needs to be transformed in substantial ways to prepare students ! function effectively in the 21+ Century (Boutte). a Joo Ne, 2008) reiterated that making small changes witin | peers er arts changes globally. As diversity grows, the? | jence of multicultural education that is m2 reson of he students nodes caroome, Bonk, (25 ie also a matter of nannies {© be advocates of muticulturalst schools to devolog a deere sSa9e Of empathy and tolerance in pa deeper understanding of others and appreciate" of different cultures. Developii ie i oj it beste, knowtedee pees ping these attitudes and skills requie® to t 2 assumptions about cultural know ape’, Students how to questitModule 5: Mutteutural and Global Ltaracy 73 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 a positive impact in the world and their local community (Guo, 2014). According to the Ontario Ministry of Education (2015), a global ctizen should possess the following characteristics: (1) respect for humans regardless of race, gender, religion or political porspactives; (2) respect for diversity and various perspectives; (3) promote sustainable patterns of living, consumption, and production; and (4) appreciate the natural world and demonstrate respect on the rights of all living things. interconnecting multicultural and global literacy. Every classroom contains students of different races, religions and cultural groups. Guo (2014) averred that 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 acknowledged and respected. Integrating a variety of cultural context into lessons and activities teaches students to view the world from many angles, creates respect for diversity and enables students to learn exciting information. As classrooms become increasingly more diverse, it is important for educators to analyze and address diversity issues and integrate Muttiulturalism information into the classroom curriculum (Guo, 2014). The OECD Global Competence Framework (Source: htpsiinww.ceed omrist/p 20-2018 global competence him)one CuRREUUM Bonnie aro Exvnncne New LTERACES ACROMS icts the four opment of kn eaters of attainin: dimensions of global competen,. knowledge, values, attitude an, g such competency. The framework. depi encompassing the devel skills that flow along paral 0 ed Samesten® articipate in interconnected, complex any __ The desire oe Eero a pressing need. erhaniang the Slee of Se in preparing the youth [0 participate in the worig Pe oeenta Program for International Student ak (Pisa developed @ framework to explain, foster an i in ss ay nis global competence. This design serves as 4 tool pe iil ers, leaders and teachers in fostering global competence among students worldwide. Global competence is a multidimensional capacity. Therefore, globally competent individuals can analyze and rationalize local, global and intercultural issues, understand and appreciate different Perspectives and worldviews, interact successfully and respectfuly with others, and take responsible action toward sustainability and collective well-being (OECD publication). Global competence refers to skills, values and behaviors that Prepare young people to thrive in a diverse, interconnected and rapidly Changing world. It is the ability to become engaged citizens and Collaborative problem solvers who are ready for the workforce. Promoting global competence ij i in schools, a crucial role in helping young pe ols, Schools play eople to develop global competence. les 10 critically examine global Prove ‘such ability in the community and the (Hanvey, 1975 in Pisa, 2oig),” "KE judgments ang take acto? Competence * Competence, Od pumnces, - ? Educatic" elModule 6: Multcutural and Global Literecy 75 aera find common solutions, resolve conflicts and learn to Ve Kogelher as global citizens (Delors, et. al., 1996; UNESCO, 2014b), Thus, education can teach students the need to address cultural biases and stereotypes 2. To nee in a changing labor market. Education for global competence can boost employability through effective communication and appropriate behavior within diverse teams using technology in accessing and connecting to the world (British Council, 2013), 3. To use media plaiforms effectively and responsibly. Radical transformations in digital technologies have shaped young People’s outlook on the world, their interaction with others and their perception of themselves. Online networks, social media and interactive technologies give rise to new concepts of learning, wherein young people exercise to take their freedom on what and how they learn (Zuckerman, 2014). 4. To support the sustainable development goals. Education for global competence can help form new generations who care about global issues and engage in social, political, economic and environmental discussions. Dimensions of Global Competence: Implications to Education Education for global competence is founded on the ideas of different models of global education, such as intercultural education, global citizenship education and education for democratic citizenship (UNESCO, 2014a; Council of Europe, 2016a). Despite differences in focus and scope, these models share a common goal of promoting students’ understanding of the world and empower them to express their views and participate in the society. |- 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 'eaming goal (Boix Mansilla, 2018). This definition outlines four dimensions of global competence |. that people need to apply in their everyday life just like students from different cultural backgrounds are working together on school projects. Dimension 1: Examine issues Of local, global and cultural significance i ssi pi i mpetent people's practices of q asion refers to globally co 4 ae are ing knowiedge about the world and critical reasoning in forming eae ayn opinion about a global Issue. People, who acquire76 Bunton Axo Envancn Ni ‘thinking skills, such as selecti row Lenncies Actos THE CURRICULUM ; rent in this dimension, use Picher arty | ing and weighing appropriate evidenc, nts. Most likely, globay about global developments. tay rnowle doo and thinking styles learned in schools to ask questions analyze ata and propositions, explain phenomena, and develop , position concerning a local, global or cultural issue. Hence, globaty competent people effectively use and create both traditional and digita madia (Boix Mansilla and Jackson, 2011). a mature level of developm' 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 perspectives ang behaviors from multiple viewpoints to examine their own assumptions This in turn, implies a profound respect for and interest in others with their concept of reality and emotions. Individuals with this competence also consider and appreciate the connections that enable them to bridge in differences end create common ground. They retain their cultural identity while becoming aware of the cultural values and beliefs of people around them (Fennes and Hapgood, 1997). Dimension 3: Engage in open, appropriate and effective interactions across cultures This dimension describes what and th behavior and communication manner throug can flexibly adapt theit with marginalized groups. Therefore, ne ppectful dialog even capacity to interact with others across ditfereneee sz°S_ individuals open. eppropriate and effective (Barret, et, 2014), Seve taLen Dimension 4: Take action for collective Is development “elkeing and sustainable This dimension focuses on you responsible members of society and lo respond to a given local, global or It recognizes that young people have ranging from personal and local to digital agC""™S of infcence Competent people erento opportunities to get we, BObal, “Gineny living conditions in thelr communities and nunc ’898d # tO improve Inclusive and an environmentally sustainable wort fect M9 People’s Tofers to inane, 28 active and intereuttural igeua!S readiness Mult ns? OF situationModule 5: Muticatural and Global Literacy The assessment strategy for global competence Tne PISA 2018 assessment of global competence contributes development, while considering challenges and limitations. It has two components: 1) a Cognitive test ‘exclusively focused on the construct of ‘global understanding’; and 2) a set of questionnaire items collecting self-reported information on students’ awareness on global issues and cultures, sklls (both cognitive and social) and attitudes, as well as information from schools and teachers on activities that promote global competence (OECD, 2018) 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 experiences. The curriculum should focus on four knowiedge domains: (1) culture and intercultural relations; (2) socio-economic development and interdependence; (3) environmental sustainability; and (4) global institutions, conflicts and human tights. Teaching these four domains should stress ‘on differences in perspectives, questioning concepts, and arguments. Students can acquire knowledge in this domain by reflecting on their own cultural identity and that of their peers by analyzing common stereotypes toward people. in their community or by analyzing related cases of cultural conflici. Acquiring knowledge in this #spect is important in developing values, such as peace, respect, non. Uiscrimination, equality, feimess, acceptance, justice, non-violence and tolerance (OECD, 2018) Skills to understand the world and to take action Global competence builds on specific cognitive, communication and socio-emotional skills. Effective education for global competence Gives students the opportunity to mobilize and use their knowledge, atitudes, skills and values together while sharing ideas on global issues in and outside of school or interacting with people from different Cultural backgrounds. A school community that desires to nurture global competence Should focus on clear, controllable and realizable learning goals. This means engaging all educators to reflect on teaching topics that are Yobaily significant, the types of skills that foster deeper understanding °f the world and facilitate respectful interactions in multicultural Contexts, and the attitudes and values that drive autonomous learning 8nd inspire responsible action (OECD, 2018), Knowledge about the world and other cultures Global competence is supported by the knowledge of global ‘sues. th fect lives locally and around the globe, as well as Merculte = *rnowiedge, ‘or knowledge about the’ similarities erences and relations among cultures. This knowledge helps pong 778 Buona wun Era cence New Livenncies Acrss THE CURRICUL hallenge misinformation and stereotypes about other coy alle is ian resus in intolerance and oversimpyg | and people, and thus, tepresentations of the world. : - ‘This can be done through the following strategies (OECD, 20%) Perspective-toking refers to the cognitive and social skits y understanding how other people think and feel. ‘Adeplabilty refers to the ability to adapt systems thinking ang behaviors to the prevailing cultural environment, or to situations ang 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 altitude of respect for cultural differences and an attitude of global-mindeaness. Such atiitudes can be fostered explicitly through participatory and learner centered teaching, 2s well as through a curriculum characterized by fair practices and an accommodating schoo! climate for all students. Openness tovrard people from other cultural backgrounds involves sensitivity towards curiosity about and wilingness to engage with other People and other perspectives on the world (Byram, 2008; Council of Europe, 2016a). 7 Respect consists of 2 positive regard for sor Econ meoni on judgment of intrinsic worth. I assumes the dignity of al aman begs and their inalisnable right to choose their own affiiations. belloh opinions or practices (Catinel of Europe, 20 16a), " , Globalsmindedness is defined as a worldview, | sees hinvherself connected to the community and i (3 sees ae responsibility for its members (Hansen, 2010). Bes alegre Valuing human dignity and diversity Valuing human dignity and valuing cut ‘ global competence because they constitute eniear oi ete ingividuals process information about other cultures sors ChTOUGA which engage with others and the world. Hence, people, win, eciae how to values, become more aware of themselves and ney ulivate these and ate strongly motivated to fight against exciuein M”oundings violence, oppression and war. ignorance Clapham (2008) introduced the four aspects of vais of core righis and cignity. To wit: (1) the prohibition ‘ot mi, CWUalty inhuman treatment, humiliafion or degradation by one por YPeS of another; (2) the assurance of the possibilty for inaividual enon, V8" tho conditions for each individua's self-uiflment, autonomy? 24 © sel tealizalion; (3) the recognition that protection of group itoni cullure may be essential for that of personal dignity: anc ) .laticutural end Global Literacy 79 Modtle creation of necessary conditions to have the essential needs satisfied. Global understanding Understanding is the ability to use knowledge to find meaning and connection between different pieces of information and perspectives. Zhe Framework distinguishes four interrelated cognitive processes that globally competent students need to use to understand fully global or intercultural issues and situations (OECD, 2018). 1, The capacity to evaluate information, formulate arguments and explain complex situations and problems by using and connecting evidence, identifying biases and gaps in information and managing conflicting arguments 2, The capacily to analyze multiple perspectives and worldviews, Positioning and connecting their own and others’ perspectives on the world 3. The capacity to understand differences in cornmunication, recognizing the importance of socially appropriate communication and adapting it to the demands of diverse cultural contexts 4. The capacity to evaluate actions and consequences by identifying and comparing different courses of action and weighing actions on the basis of consequences Thus, globally competent students should be able to perform -a Wide variety of tasks utilizing different cognitive processes, such as: reasoning with evidence about an issue or situation of local, global and intercultural significance; searching effectively for useful sources Of information; evaluating information on the basis of its relevance and reliability; synthesizing information to describe the main ideas in an argumentative text or the salient passages of @ conversation; and combining their background knowledge, new information and critical reasoning to build mulli-causal explanations of global or intercultural Issues (OECD, 2018). Integrating Global and Intercultural Issues in the Curriculum Fe |: education to trenslate abstraction into action, there gag or sionals global issu0s and topics into existing subjects (eee tegTs0, 2014). In practice, content knowledge related ts 2013; UNESCO. * egrated In the curriculum and taught in sp oval competenc® fore, students can undersiand those issues ese courses. is in early childhood when presenting them in i in A peice rg! i priate ways (BOK Mansila and Jackson, 2011; ent NESCO, 2015)80 lew Js Acnoss THe CURRICULUM Exewwxoe New LiTeracies ACROSS Banos ano ENANCN fed that teachers must have g Therefore, Gaudelli OO es that silents may refi, ideas on global ar a ervatvely research topics and carefuly deciy Tey also neod to collaboratively resear nos fo e the curriculum while giving students jage in professional lean: those issues. Teachers may also eng ing communities and facilitate peer learning. it jinority cultures in different subjeg, More So, teaching about minority boul ethnical areas entails accurate content information abou : a and racially diverse groups and experiences. Curricula should promety the integration of knowledge of other people, places and perspectives in the classroom throughout the year (UNESCO, 2014a), rather thay Using @ “tourist approach’, or giving students a superficial glimpse of life in different countries now and then. Textbooks and other instructional materials can also distort cultural and. ethnic differences (Gay, 2015). Teachers and their Students should critically examine textbooks and other teaching Fesources and supplement information when necessary. ' Connecting global and intercultural topics to the reality, contexis and needs of the leaming group is an effective methodological approach to make them relevant to adolescents (North-South Centre of the Council of Europe, 204 2). People learn better and become more engaged when they get connected with the content engay in arenes It and when they see OG elevance to their lives and their immediate environment (Suarez. Orozco and.Todorova, 2008), ef Pedagogies for promoting global ‘student-centered pedagogies can help stu thinking along global issues, respectful a ; omni management skils, perspective taking and avaplabiity te Group-besed cooperative project work can irs... Collaborative sil. I valves topic- or theme-baea voy, se ong o various levals and ages, in which goale eee competence, Various. idents develop critical and evaluate together. Leamers, partignsr soon would realize that to be etfoient Trey ooPeraive net atentive, honest and empathic (Barret, et al, 2pyay,\° 0° "SPEC, Class discussion is an interactive aperoacs” roactive listening and responding to ideale exchanging views in the classroom, studen single right answer to a problem, understan hold diferent views and reflect on the or (Ritchhart, et, al, 2011), Service learning is another tool that can ch that encourages S*Pressed by peers. By . 'eam that there is no te Feasons why others of their own beliefs help students nein multiple global skills through real-world exp. = M8 requ‘Module §: Multicultural and Global Literacy 841 learners to participate in organized activities that are based on what has been learned in the classroom and that benefit their communities. Alter the activities, learners reflect critically on their service experience to gain further understanding of course content, and enhance their sense of role in society with regard to civic, social, economic and political issues (Bringle and Clayton, 2012). Through service learning, students not only “serve to learn,” which is applied learning, but also ‘leam to serve” (Bringle, et. al., 2016). The Story Circle Approach intends students to practice key intercultural skills, including respect, cultural self-awareness and empathy (Deardorff, n.d.). The students, in groups of 5-6, take turns sharing a 3-minute story from their own experience based on specific Prompts, such as “Tell us about your: first experience when you encountered someone who was different from you in some ways,” After all students in the group have shared their pérsonal stories, students then, share the most mémorable point from each story in a “flash back” activity. Other types of intercultural engagements involve simulations, interviews, role plays and online games. Attitudes and values integration toward global competence. Allocating teaching time to a specific subject that deals with human Tights issues and non-discrimination is an important initial step in Cultivating values for global, competence. Values and attitudes are partly communicated through the formal urriculum and also through ways, in which teachers and students interact, how discipline is encouraged and the types of opinions and havior that are validated in the classroom. Therefore, recognizing school and classroom environments’ influence on developing “Udents’ values would help teachers become more aware of the ‘impact of their teaching on students (Gay, 2015). GUESTIONS FOR DISCUSSION )