Overview/Introduction

          In today’s era, classrooms are composed of learners who came from different race, ethnic backgrounds, socio- economic statuses, genders and sometimes ages which makes the classroom oftentimes heterogenous.  They are grouped together which results to an unexplainable behavior, problems and mind. This is the challenge of the teachers today. Oftentimes, they find it difficult to handle and even making the learners   become responsive and motivated to learn is another problem that needs an immediate answer.

Learning Outcome/Objective

               At the end of this module, the students should be able to:

1. Define multicultural literacy and global literacy.
2. Discuss multicultural education.
3. Explain why multicultural education is important in the classroom.
4. Analyze the principle of multicultural education.
5. Develop teaching strategies for teaching multicultural education.

       In this situation, the concept of Multicultural and Global Literacy comes in. Let’s take a journey of knowing Multicultural and Global Literacy. 

Why is there a need for us to study multicultural and global literacy?

           According to Banks(1996), Multicultural Literacy consists of the skills and ability to identify the creators of knowledge and their interests , 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 21^st 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 21^st Century (Boutte, 2008).

• It is believe that 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.
• It is then necessary that we need to teach students to be advocates for multiculturalism, we are also sending a message of empathy and tolerance in schools as a need to develop deeper understanding of others and appreciation of different cultures (Banks, 2003).
• With this, in order for students to develop these attitudes and skills, it requires basic knowledge prior to teaching students how to question assumptions about cultural knowledge and how to critique and critically think about these important cultural issues, which is what essentially makes Multicultural Literacy a 21^st Century Literacy (Banks, 2003).

The Five Dimensions of Multicultural Education (James Banks)

1. Content integration
   • It deals with the extent to which teachers use examples and content from a variety of cultures and groups to illustrate key concepts, generalizations, and issues within their subject areas or disciplines. (Banks, 1995a).
2. The knowledge construction process
   • It describes how teachers help students to understand, investigate, and determine how the biases, frames of reference, and perspectives within a discipline influence the ways in which knowledge is constructed within it (Banks, 1996). Students also learn how to build knowledge themselves in this dimension.
3. Prejudice reduction
   • It describes lessons and activities used by teachers to help students to develop positive attitudes toward different racial, ethnic, and cultural groups. Research indicates that children come to school with many negative attitudes toward and misconceptions about different racial and ethnic groups (Phinney & Rotheram, 1987). Research also indicates that lessons, units, and teaching materials that include content about different racial and ethnic groups can help students to develop more positive intergroup attitudes if certain conditions exist in the teaching situation (Banks, 1995b). These conditions include positive images of the ethnic groups in the materials and the use of multiethnic materials in a consistent and sequential way.
4. An equity pedagogy
   • It exists when teachers modify their teaching in ways that will facilitate the academic achievement of students from diverse racial, cultural, and socialclass groups (Banks & Banks, 1995). Research indicates that the academic achievement of students is increased when cooperative teaching activities and strategies, rather than competitive ones, are used in instruction (Aronson & Gonzalez, 1988).
   • Cooperative learning activities also help all students, including middle-class White students, to develop more positive racial attitudes.
5. Empowering school culture and social structure
   • This is created when the culture and organization of the school are transformed in ways that enable students from diverse racial, ethnic, and gender groups to experience equality and equal status. The implementation of this dimension requires that the total environment of the school be reformed, including the attitudes, beliefs, and action of teachers and administrators, the curriculum and course of study, assessment and testing procedures, and the styles and strategies used by teachers.
   • To implement multicultural education effectively, teachers and administrators must attend to each of the five dimensions of multicultural education described above.
     1. They should use content from diverse groups when teaching concepts and skills, help students to understand how knowledge in the various disciplines is constructed,
     2. They should help students develop positive intergroup attitudes and behaviors,
     3. They should modify their teaching strategies so that students from different racial, cultural, and social-class groups will experience equal educational opportunities.
   • The total environment and culture of the school must also be transformed so that students from diverse ethnic and cultural groups will experience equal status in the culture and life of the school.

What is 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 human decision on both. Global Literacy also aims to empower students with knowledge and take action to make a positive impact in the world and their local community.

According to the Ontario Ministry of Education (2015) A global citizen should display most or all of the following characteristics:

1. Respect for humans no matter their race, gender, religion or political perspectives.
2. Respect for diversity and various perspectives.
3. Promoting sustainable patterns of living, consumption, and production.
4. Appreciate the natural world and demonstrate respectful towards the rights of all living things

How are Multicultural and Global Literacy Interconnected?

          Every classroom contains students of different race, religion, and cultural groups. Students embrace diverse behaviors, cultural values, patterns of practice, and communication. Yet they all share one commonality: their educational opportunity.

          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 a respect for diversity and enables students to learn exciting information. As classrooms become increasingly more diverse, it is important for educators to acknowledge an address diversity issues and to integrate multiculturalism information into the classroom curriculum.

The OECD Global Competence Framework 

Image source: https://www.oecd.org/adobe/dynamicmedia/deliver/dm-aid–4f6da760-07e0-4861-ad82-6dbaf689dcec/global-competence-figure-final-360×358.png?quality=80&preferwebp=true

•         The image above presents the four dimensions of global competence encompassing the development of knowledge, values, attitudes, and skills. such competence flow along the parameters of attaining such competency. 

What is Global Competence?

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. 

 Therefore

         Global competence is a multidimensional capacity that makes individual analyze and rationalize local, global, and intercultural issues, understand and appreciate different perspectives and worldview, interact successfully and respectfully with others. It also helps individuals to be responsible in their actions toward sustainability and collective well-being (OECD Publication).

The Importance of Promoting Global Competence in Schools

           Promoting global competence in schools provides students with valuable opportunities to critically examine global developments that shape both their lives and the world around them. By fostering this skill, students can learn to navigate digital information and social media platforms with discernment, ensuring they engage responsibly and effectively. Moreover, global competence encourages intercultural sensitivity and respect, helping students appreciate diverse perspectives. It also enables them to understand their role within their local community and the broader global landscape. Equipped with this awareness, students can develop sound judgment and take meaningful actions that contribute positively to society.

Why Global Competence necessary? 

1. To live harmoniously in multicultural communities.
2. To thrive in a changing labor market. 
3. To use media platforms effectively and responsibility. 
4. To support the sustainable development. 

The Dimensions of Global Competence: Implications for Education

          Global competence is essential in today’s interconnected world, where individuals must navigate cultural diversity, global challenges, and cross-border interactions. Education plays a crucial role in fostering this competence by equipping students with the knowledge, skills, and mindset necessary to engage with the world effectively. The four key dimensions of global competence highlight the fundamental aspects that should be integrated into education to prepare globally competent individuals.

Dimension 1: Examine Issues of Local, Global, and Cultural Significance

          This dimension emphasizes the ability to investigate and analyze complex issues that have implications at local, national, and international levels. These issues include topics such as climate change, human rights, poverty, health crises, and cultural diversity.

Its Implications for Education:

• Curriculum Integration: Schools should incorporate lessons that explore real-world problems, helping students understand their global impact.
• Critical Thinking and Research Skills: Encouraging students to research and analyze global issues fosters problem-solving abilities and informed decision-making.
• Interdisciplinary Approach: Subjects such as social studies, science, economics, and literature should be interconnected to provide a holistic understanding of global challenges.
• Community Engagement: Schools can encourage students to investigate local issues and connect them to global trends, promoting civic responsibility.

Dimension 2: Understand and Appreciate the Perspectives and Worldviews of Others

           Global competence requires the ability to recognize, respect, and appreciate different perspectives, values, and beliefs. This involves developing empathy, cultural awareness, and open-mindedness.

Its Implications for Education:

• Cultural Exposure: Schools can introduce students to diverse cultures through literature, history, and language studies.
• Perspective-Taking Activities: Role-playing, debates, and case studies help students see issues from different viewpoints.
• Exchange Programs: Virtual or physical student exchanges provide first-hand experience of different cultural contexts.
• Diverse Learning Materials: Educators should use books, films, and case studies that showcase global perspectives, avoiding ethnocentric biases.

Dimension 3: Engage in Open, Appropriate, and Effective Interactions Across Cultures

            This dimension focuses on communication skills and the ability to interact respectfully and effectively with individuals from diverse cultural backgrounds. It includes linguistic competence, intercultural sensitivity, and adaptability.

Its Implications for Education:

• Language Learning: Encouraging bilingual or multilingual education helps students communicate across cultures.
• Intercultural Communication Training: Schools can teach students about different communication styles, gestures, and social norms.
• Group Projects with Global Partners: Collaborating with students from other countries through online platforms fosters cultural exchange.
• Conflict Resolution Skills: Teaching students how to navigate misunderstandings and cultural differences promotes tolerance and cooperation.

Dimension 4: Take Action for Collective Well-being and Sustainable Development

            Global competence is not just about awareness and understanding—it also involves taking action to address global challenges and promote social and environmental well-being. This includes activism, volunteerism, and policy advocacy.

Its Implications for Education:

• Service-Learning Projects: Schools can encourage students to participate in community service initiatives that address social or environmental issues.
• Sustainability Education: Teaching students about the UN Sustainable Development Goals (SDGs) helps them understand their role in creating a better future.
• Encouraging Student-Led Initiatives: Providing platforms for students to propose and lead solutions to global challenges empowers them to be changemakers.
• Partnerships with NGOs and Organizations: Schools can collaborate with organizations working on global issues to give students real-world exposure.

            Integrating these four dimensions of global competence into education prepares students to be informed, empathetic, and proactive global citizens. Schools and educators must create learning environments that foster critical thinking, cultural awareness, intercultural communication, and action-oriented learning. By doing so, students will be better equipped to navigate and contribute positively to a complex and interdependent world.

Assessment Strategy for Global Competence 

The Components of Global Competence Assessment (OECD, 2028)

• Cognitive test – exclusively focused on the construct of “Global understanding” 
• A set of questionnaire items collecting  self-reported information on students’ awareness on global issues and cultures, skills and attitudes, as well as information from schools and teachers on activities that promote global competence. 

Let’s Reflect 

           After watching the documentary “Pag-asa sa Pagbasa” by Kara David, which highlights the challenges faced by students at Sauyo High School who struggle with basic reading skills despite being in higher grade levels, reflect on the following:

Reflection Question:

1. How can educational institutions develop and implement culturally responsive teaching strategies to address the diverse literacy challenges faced by students, thereby promoting global and multicultural literacy?
2. As an educator, how can you integrate multicultural perspectives and inclusive teaching strategies to support students from diverse backgrounds, ensuring they develop both literacy skills and global competence?