COLASTE AND SHERRY multNhXHajxAAXaxhbjasicultural.pptx

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1. MULTICULTURAL AND GLOBAL LITERACY

2. MULTICULTURAL LITERACY •consist of the skills and ability to identify the creators of knowledge and there 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 humane and just world (Boute,2008).

3. GLOBAL LITERACY •understanding of how the world is organized and interconnected. It brings awareness of the possibilities and constraints facing the world's people. •aims to address issues of globalization, racism,diversity and social justice (Guo,2014).

4. According to the Ontario Ministry of Education (2015), a global citizen should possess the following characteristics: (1)respect for humans regardless of race, gender, religion or political perspective (2)respect for diversity and various perspective (3)promote sustainable patterns of living , consumption and production (4)appreciate the natural world and demonstrate respect on the rights of all living things

5. 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 today all share one commonality, which is the educational opportunity.

6. The OECD Global Competence Framework

7. GLOBAL COMPETENCE •the desire to participate in interconnected, complex and diverse societies has become a pressing need. • a multidimensional capacity. Therefore, globally competent individuals can analyze and rationalize local, global and intercultural issues, understand and appreciate different perspective and worldviews, interact successfully and respectfully with others and take responsible action word sustainability and collective well-being.

8. •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. PROMOTING GLOBAL COMPETENCE IN SCHOOLS

9. THE NEED FOR GLOBAL COMPETENCE The following are the reasons why global competence is necessary:

10. 1.To live harmoniously in multicultural communities

11. 2. To thrive in a changing labor market

12. 3. To use media platforms effectively and responsibly

13. 4. To support the sustainable development goals

14. DIMENSIONS OF GLOBAL COMPETENCE: IMPLICATION TO EDUCATION

15. •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,2014;Council of Europe,2016)

16. •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.

17. Dimension 1: Examine issues of local, global, and cultural significance •refers to globally competent people's practices of effectively utilizing knowledge about the world and critical reasoning in forming their own opinion about global issue.

18. Dimension 2: Understand and appreciate the perspective and world views of others •highlights that globally competent people are willing and capable of considering other people's perspectives and behaviors from multiple viewpoints to examine their own assumptions.

19. Dimension 3: Engage in open, appropriate and effective interactions across cultures •describes what globally competent individuals can do when they interact with people from different cultures.

20. Dimension 4: Take action for collective well-being and sustainable development •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.

21. The assessment strategy for global competence The PISA 2018 assessment of global competence contributes development, while considering challenges and limitations.

22. 2 Components 1) a cognitive test exclusively focused on the construct of "global understanding"; 2) a set of questionnaire items collecting self-reported information on students' awareness on global issues and cultures, skills (both cognitive and social) and attitudes, as well as information from schools and teachers on activities that promote global competence (OECD, 2018).

23. 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.

24. 4 Knowledge Domain (1) culture and intercultural relations; (2) socio-economic development and interdependence; (3) environmental sustainability, and (4) global institutions, conflicts and human rights

25. 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, attitudes, 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 globally significant, the types of skills that foster deeper understanding of the world and facilitate respectful interactions in multicultural contexts, and the attitudes and values that drive autonomous learning and inspire responsible action (OECD, 2018). Knowledge about the world and other cultures Global competence is supported by the knowledge of global issues that affect lives locally and around the globe, as well as intercultural knowledge, or knowledge about the similarities, differences and relations among cultures. This knowledge helps people

26. to challenge misinformation and stereotypes about other countries and people, and thus, results in intolerance and oversimplifie representations of the world. 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 ang 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 respec for cultural differences and an attitude of global-mindedness. Such attitudes can be fostered explicitly through participatory and leamer centered teaching, as well as through a curriculum characterized by fair practices and an accommodating school climate for all students.

27. Openness toward people from other cultural backgrounds involves sensitivity towards 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 judgment of intrinsic worth. It assumes the dignity of all human beings and their inalienable right to choose their own affiliations, beliefs opinions or practices (Council of Europe, 2016a). Global-mindedness is defined as a worldview, in which one sees him/herself connected to the community and feels a sense of responsibility for its members (Hansen, 2010).

28. Valuing human dignity and diversity Valuing human dignity and valuing cultural diversity contribute to global competence because they constitute critical filters through which individuals process information about other cultures and decide how to engage with others and the world.

29. 4 Aspects of Valuing ( 1) the prohibition of all types inhuman treatment, humiliation or degradation 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 of personal dignity; and (4) the creation of necessary conditions to have the essential needs satisfied.

30. Global understanding to have the essential needs satisfied. Understanding is the ability to use knowledge to find meaning and connection between different pieces of information and perspectives. 4 Interrelated Cognitive Processes 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 capacity to analyze multiple perspectives and worldviews, positioning and connecting their own and others' perspectives on the world 3. The capacity to understand differences in communication, recognizing the importance of socially 4.Communication and adapting it to the demands of diverse appropriate cultural contexts The capacty to evaluate actions and consequences by identifying and comparing different courses of action and weighing actions on the basis of consequences

31. Integrating Global and Intercultural Issues in the Curriculum For global education to translate abstraction into action, there is a need to integrate global issues and topics into existing subjects (Klein, 2013; UNESCO, 2014). In practice, content knowledge related to global competence is integrated in the curriculum and taught in specific courses. Therefore, students can understand those issues across ages, starting in early childhood when presenting them in developmentally appropriate ways (Boix Mansilla and Jackson, 2011; UNESCO, 2015).

32. Pedagogies for promoting global competence. Various student-centered pedagogies can help students develop critical thinking along global issues, respectful communication, conflict management skills, perspective taking and adaptability. Group-based cooperative project work can improve reasoning and collaborative skills. It involves topic- or theme-based tasks suitable for various levels and ages, in which goals and content are negotiated and learners can create their own learning materials that they present and evaluate together. Learners, participating in cooperative tasks, soon would realize that to be efficient, they need to be respectful, attentive, honest and empathic (Barrett, et. al., 2014). Class discussion is an interactive approach that encourages proactive listening and responding to ideas expressed by peers. By exchanging views in the classroom, students learn that there is no single right answer to a problem, understand the reasons why others hold different views and reflect on the origins of their own beliefs (Ritchhart, et. al., 2011). Service learning is another tool that can help students develop multiple global skills through real-world experience. This requires

33. leamers to participate in organized activities that are based on what s been learned in the classroom and that benefit their communities: After the activities, leamers 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 learn 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 personal stories, students then, share the most memorable point from each story in a "flash back" activity.

34. Attitudes and values integration toward global competence. Allocating teaching time to a specific subject that deals with human rights issues and non-discrimination is an important initial step in cultivating values for global competence. Values and attitudes are partly communicated through the formal curriculum and also through ways, in which teachers and students interact, how discipline is encouraged and the types of opinions and behavior that are validated in the classroom. Therefore, recognizing the school and classroom environments' influence on developing students' values would help teachers become more aware of the impact of their teaching on students (Gay, 2015).