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1. Multicultural And Global literacy M_lt_cul_ral Li_er_cy

2. Multicultural And Global literacy Mult i cul tu ral Liter a cy

3. Multicultural And Global literacy Gl_b_l L_tera_y

4. Multicultural And Global literacy Glob a l Litera c y

5. Multicultural And Global literacy Gl_bal Co_p_ten_e

6. Multicultural And Global literacy Global Competence

7. Multicultural And Global literacy Gl_b_l u_d_rsta_di_g

8. Multicultural And Global literacy Glob a l und e rsta n di n g

9. Multicultural And Global literacy P_da _ ogies

10. Multicultural And Global literacy Pedagogies

11. Multicultural And Global literacy

12. Multicultural And Global literacy Multicultural Literacy Multicultural literacy consists of the skills and ability to identify the creators of knowledge and their interests (Banks, 1996) to reveal assumptions of knowledge, to view knowledge from diverse ethnic ang cultural perspective, and to use knowledge to guide action that w 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)

13. Multicultural And Global literacy Global Literacy Global literacy aims to tress issues of globalization racism diversity and social justice (Gus, 2014) it require awareness and action, consistent with a broad understanding of humanity, the stand and the impact of a human decision on both it also aims to empower students with knowledge and take action to make a positives impact in the world and their local community ( Qus , 2014)

14. Multicultural And Global literacy 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 multiculturalism information into the classroom curriculum (Guo, 2014)

15. Multicultural And Global literacy The OECD Global Competence Framework

16. Multicultural And Global literacy Global Competence The desire to participate in interconnected, complex diverse societies has become and diverse societies has become a pressing need. Recognizing the role of school in preparing the youth to participate in the world the OECD's Program for International Student Assessment (PISA) developed a framework to explain foster and assess student global competence. This design serves as a tool for policymakers leaders and teachers in fostering global competence among student worldwide.

17. Multicultural And Global literacy Global Competence Global competence is a multidimensional capacity. Therefore globally competent individual can analyze and rationalize local global and intercultural issues. Understand and appreciate different perspective and worldviews interact successfully and respectfully with other and take responsible action toward sustainability and collective well-being.

18. Multicultural And Global literacy Schools play 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 Promoting global competence in schools To live harmoniously in multicultural communities. Education for global competence can promote cultural awareness and purposeful interactions in increasingly diverse societies ( Brubacker and Laitin , 1998, Kymlicka , 1995, Sen, 2007) People with diverse cultures are able to live peacefully, respect differences, find common solutions, resolve conflicts and learn to live together as global citizens ( Delors , et al. 1996, UNESCO 20145) Thus, education can teach students the need to address cultural biases and stereotypes 1

19. Multicultural And Global literacy The Need for Global Competence The following are the reasons why global competence a necessary To live harmoniously in multicultural communities. Education for global competence can promote cultural awareness and purposeful interactions in increasingly diverse societies ( Brubacker and Laitin , 1998, Kymlicka , 1995, Sen, 2007) People with diverse cultures are able to live peacefully, respect differences, find common solutions, resolve conflicts and learn to live together as global citizens ( Delors , et al. 1996, UNESCO 20145) Thus, education can teach students the need to address cultural biases and stereotypes 1 2 To thrive in a changing labor market. Education competence can boost employability through communication and appropriate behavior within diverse b using technology in accessing and connecting to the world British Council, 2013)

20. Multicultural And Global literacy The Need for Global Competence The following are the reasons why global competence a necessary To live harmoniously in multicultural communities. Education for global competence can promote cultural awareness and purposeful interactions in increasingly diverse societies ( Brubacker and Laitin , 1998, Kymlicka , 1995, Sen, 2007) People with diverse cultures are able to live peacefully, respect differences, find common solutions, resolve conflicts and learn to live together as global citizens ( Delors , et al. 1996, UNESCO 20145) Thus, education can teach students the need to address cultural biases and stereotypes 1 To thrive in a changing labor market. Education competence can boost employability through communication and appropriate behavior within diverse b using technology in accessing and connecting to the world British Council, 2013) 2 3 To use media platforms 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).

21. Multicultural And Global literacy The Need for Global Competence The following are the reasons why global competence a necessary To thrive in a changing labor market. Education competence can boost employability through communication and appropriate behavior within diverse b using technology in accessing and connecting to the world British Council, 2013) 2 To use media platforms 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). 3 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 4

22. Multicultural And Global literacy The Need for Global Competence The following are the reasons why global competence a necessary To use media platforms 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). 3 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 4 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, 2016). 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. Dimensions of Global Competence: Implications to Education

23. The Need for Global Competence The following are the reasons why global competence a necessary 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 4 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, 2016). 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. Dimension 1 Examine issues of local, global and cultural significance This dimension refers to globally competent people's practices of effectively utilizing knowledge about the world and critical reasoning in forming their own opinion about a global issue. People, who acquire a mature level of development in this dimension, use higher thinking skills, such as selecting and weighing appropriate evidence to support arguments about global developments

24. 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, 2016). 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. Dimension 1 Examine issues of local, global and cultural significance This dimension refers to globally competent people's practices of effectively utilizing knowledge about the world and critical reasoning in forming their own opinion about a global issue. People, who acquire a mature level of development in this dimension, use higher thinking skills, such as selecting and weighing appropriate evidence to support arguments about global developments Dimension 2 Understand and appreciate the and world views of others This dimension highlights that globally competent people are willing and capable of considering other people's perspectives and behavior from multiple viewpoints to examine their own assumption

25. Dimensions of Global Competence: Implications to Education Dimension 1 Examine issues of local, global and cultural significance This dimension refers to globally competent people's practices of effectively utilizing knowledge about the world and critical reasoning in forming their own opinion about a global issue. People, who acquire a mature level of development in this dimension, use higher thinking skills, such as selecting and weighing appropriate evidence to support arguments about global developments Dimension 2 Understand and appreciate the and world views of others This dimension highlights that globally competent people are willing and capable of considering other people's perspectives and behavior from multiple viewpoints to examine their own assumption Dimension 3 Engage in open, appropriate and effective interactions across cultures This dimension describes what globally competent individual can do when they interact with people from different cultures. The understand the cultural norms, interactive styles and degrees formality of intercultural contexts, and they can flexibly adapt the behavior and communication manner through respectful dialog eve with marginalized groups.

26. Dimensions of Global Competence: Implications to Education Dimension 2 Understand and appreciate the and world views of others This dimension highlights that globally competent people are willing and capable of considering other people's perspectives and behavior from multiple viewpoints to examine their own assumption Dimension 3 Engage in open, appropriate and effective interactions across cultures This dimension describes what globally competent individual can do when they interact with people from different cultures. The understand the cultural norms, interactive styles and degrees formality of intercultural contexts, and they can flexibly adapt the behavior and communication manner through respectful dialog eve with marginalized groups. Dimension 4 Take action for collective well-being and sustainable development This dimension focuses on young people's role as active at responsible members of society and refers to individual's readiness to respond to a given local, global or intercultural issue or situation It recognizes that young people have multiple realms of influence ranging from personal and local to digital and global.

27. Dimensions of Global Competence: Implications to Education Dimension 3 Engage in open, appropriate and effective interactions across cultures This dimension describes what globally competent individual can do when they interact with people from different cultures. The understand the cultural norms, interactive styles and degrees formality of intercultural contexts, and they can flexibly adapt the behavior and communication manner through respectful dialog eve with marginalized groups. Dimension 4 Take action for collective well-being and sustainable development This dimension focuses on young people's role as active at responsible members of society and refers to individual's readiness to respond to a given local, global or intercultural issue or situation It recognizes that young people have multiple realms of influence ranging from personal and local to digital and global. The assessment strategy for global competence The 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 skill (both cognitive and social) and attitudes, as well as information from schools and teachers on activities that promote o competence (OECD, 2018)

28. Dimensions of Global Competence: Implications to Education Dimension 4 Take action for collective well-being and sustainable development This dimension focuses on young people's role as active at responsible members of society and refers to individual's readiness to respond to a given local, global or intercultural issue or situation It recognizes that young people have multiple realms of influence ranging from personal and local to digital and global. The assessment strategy for global competence The 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 skill (both cognitive and social) and attitudes, as well as information from schools and teachers on activities that promote o 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 knowledge domains (1) culture and intercultural relations: (2) socio-economic development and interdependence; (3) environmental sustainability, and (4) global Institutions, conflicts and human rights. Teaching these four domains should stress on differences in perspectives, questioning concepts, and arguments

29. Dimensions of Global Competence: Implications to Education Dimension 4 Take action for collective well-being and sustainable development This dimension focuses on young people's role as active at responsible members of society and refers to individual's readiness to respond to a given local, global or intercultural issue or situation It recognizes that young people have multiple realms of influence ranging from personal and local to digital and global. The assessment strategy for global competence The 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 skill (both cognitive and social) and attitudes, as well as information from schools and teachers on activities that promote o 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 knowledge domains (1) culture and intercultural relations: (2) socio-economic development and interdependence; (3) environmental sustainability, and (4) global Institutions, conflicts and human rights. Teaching these four domains should stress on differences in perspectives, questioning concepts, and arguments 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. Skills to understand the world and to take action

30. Dimension 4 Take action for collective well-being and sustainable development The assessment strategy for global competence 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 knowledge domains (1) culture and intercultural relations: (2) socio-economic development and interdependence; (3) environmental sustainability, and (4) global Institutions, conflicts and human rights. Teaching these four domains should stress on differences in perspectives, questioning concepts, and arguments 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. 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 to challenge misinformation and stereotypes about other countless and people, and thus, results in intolerance and oversimplified representations of the world. Knowledge about the world and other cultures

31. 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. 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 to challenge misinformation and stereotypes about other countless and people, and thus, results in intolerance and oversimplified representations of the world. Globally competent behavior requires an attitude openness towards people from other cultural background an attitude of respect for cultural differences and an attitude of global-mindedness attitudes can be fostered explicitly through participatory and wan centered teaching, as well as through a characterized fer practices and an accommodating school climate for all students 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, Gounall Europe, 2016) Openness, respect for diversity and global-mindedness

32. 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 to challenge misinformation and stereotypes about other countless and people, and thus, results in intolerance and oversimplified representations of the world. Openness, respect for diversity and global-mindedness Globally competent behavior requires an attitude openness towards people from other cultural background an attitude of respect for cultural differences and an attitude of global-mindedness attitudes can be fostered explicitly through participatory and wan centered teaching, as well as through a characterized fer practices and an accommodating school climate for all students 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, Gounall Europe, 2016) Valuing human dignity and diversity Valuing human dignity and valuing cultural diversity contribute 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. Hence, people, who cultivate these values, become more aware of themselves and their surroundings. and are strongly motivated to fight against exclusion, ignorance violence, oppression and war.

33. 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 to challenge misinformation and stereotypes about other countless and people, and thus, results in intolerance and oversimplified representations of the world. Openness, respect for diversity and global-mindedness Globally competent behavior requires an attitude openness towards people from other cultural background an attitude of respect for cultural differences and an attitude of global-mindedness attitudes can be fostered explicitly through participatory and wan centered teaching, as well as through a characterized fer practices and an accommodating school climate for all students 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, Gounall Europe, 2016) Valuing human dignity and diversity Valuing human dignity and valuing cultural diversity contribute 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. Hence, people, who cultivate these values, become more aware of themselves and their surroundings. and are strongly motivated to fight against exclusion, ignorance violence, oppression and war. Understanding is the ability to use knowledge to find meaning and between different pieces of information and perspectives The framework distinguishes four interrelated cognitive processes students need to use to understand fully global of issues and situations (DECD, 2018) intercultural Global understanding

34. 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 to challenge misinformation and stereotypes about other countless and people, and thus, results in intolerance and oversimplified representations of the world. Openness, respect for diversity and global-mindedness Globally competent behavior requires an attitude openness towards people from other cultural background an attitude of respect for cultural differences and an attitude of global-mindedness attitudes can be fostered explicitly through participatory and wan centered teaching, as well as through a characterized fer practices and an accommodating school climate for all students 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, Gounall Europe, 2016) Valuing human dignity and diversity Valuing human dignity and valuing cultural diversity contribute 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. Hence, people, who cultivate these values, become more aware of themselves and their surroundings. and are strongly motivated to fight against exclusion, ignorance violence, oppression and war. Global understanding Understanding is the ability to use knowledge to find meaning and between different pieces of information and perspectives The framework distinguishes four interrelated cognitive processes students need to use to understand fully global of issues and situations (DECD, 2018) intercultural 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

35. Global understanding Understanding is the ability to use knowledge to find meaning and between different pieces of information and perspectives The framework distinguishes four interrelated cognitive processes students need to use to understand fully global of issues and situations (DECD, 2018) intercultural 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

36. 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 The capacity to analyze multiple perspectives and worldviews. positioning and connecting their own and others' perspectives on the world 2 3 The capacity to understand differences in communication, recognizing the importance of socially appropriate communication and adapting it to the demands of diverse cultural contexts

37. 2 The capacity to analyze multiple perspectives and worldviews. positioning and connecting their own and others' perspectives on the world The capacity to understand differences in communication, recognizing the importance of socially appropriate communication and adapting it to the demands of diverse cultural contexts 3 4 The capacity to evaluate actions and consequences by identifying and comparing different course of action and weighing actions on the basis of consequences

38. The capacity to understand differences in communication, recognizing the importance of socially appropriate communication and adapting it to the demands of diverse cultural contexts 3 4 The capacity to evaluate actions and consequences by identifying and comparing different course of action and weighing actions on the basis of consequences 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). Integrating Global and Intercultural Issues in the Curriculum

39. 4 The capacity to evaluate actions and consequences by identifying and comparing different course of action and weighing actions on the basis of consequences 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).

40. 4 The capacity to evaluate actions and consequences by identifying and comparing different course of action and weighing actions on the basis of consequences 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). Pedagogies for promoting global competence Group-based cooperative project work can improve reasoning and collaborative skills. It involves topic or theme-based tasks suitable t various levels and ages, in which goals and content are negotiate and learners can create their own learning materials that they present and evaluate together. Learners, participating in cooperative task soon would realize that to be efficient, they need to be respect attentive, honest and empathic (Barrett, et. al., 2014) Various student-centered pedagogies can help students develop critical thinking along global issues, respectful communication, conflict management skills, perspective taking and adaptability.