Reporting-in-EDUC-201 about Globalization-PPT.pptx

Globalization and its Interconnectedness

1. Interconnecting Multicultural and Global Literacy Prepared by: Jhian Kyle Tachado Rea Pat

2. 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.

3. Therefore teacher’s should teach their students that other cultures exist and that these deserve to be acknowledge and respected. Integrating a variety of cultural context into lessons and activities teaches students to the view the world from many angles, creates respect for diversity and enables 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).

4. The OECD Global Competence Framework

5. The framework depicts the four dimensions of global competence encompassing the development of knowledge, values, attitude and skills that flow along parameters of attaining such competency.

6. Global Competence The desire to participate in interconnected, complex and diverse societies has become a pressing need. Recognizing the roles of schools 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 students global competence.

7. 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 respectfully with others, and take responsible action toward sustainability and collective well being.

8. 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.

9. Promoting Global Competence in Schools Schools play a crucial role in helping young people to develop global competence. They can provide opportunities to critically examine global developments that are significant to both the world and to their own lives. They can teach students how to critically, effectively and responsibly use digital information and social media platforms.

10. School can encourage intercultural sensitivity and respect by allowing students to engage in experiences that foster an appreciation for diverse people’s, languages and cultures (Bennett, 1993; Sinicrope , Norris and Watanabe, 2007). Schools are also positioned to enhance student’s ability to understand their place in the community and the world and improve such ability to make judgements and take action ( Hanvey , 1975 in PISA, 2018).

11. Why is it important for students to develop Global Competence? Global competence can help young people: develop cultural awareness and respectful interactions in increasingly diverse societies; recognize and challenge cultural biases and stereotypes, and facilitate harmonious living in multicultural communities; prepare for the world of work, which increasingly demands individuals who are effective communicators, are open to people from different cultural backgrounds, can build trust in diverse teams and can demonstrate respect for others, especially as technology continues to make it easier to connect on a global scale; capitalize on inherently interconnected digital spaces, question biased media representations, and express their voice responsibly online; care about global issues and engage in tackling social, political, economic and environmental challenges.

12. The Need for Global Competence The following are the reasons why global competence is necessary. 1. 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, 2014). Thus, education can teach students the need to address cultural biases and stereotypes.

13. 2. To thrive 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).

14. 3. To use media platforms effectively and responsibly. Radical transformation in digital technologies have shaped young people’s outlook on the world, their interaction with others and 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).

15. 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.

16. 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.

17. 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 and behaviors from multiple viewpoints to examine their own assumptions.

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

19. Dimension 4: Take action for collective well-being and sustainable development This dimension focuses on young people's role as active and responsible members of society and refers to individual's readiness to respond to a given local, global or intercultural issue or situation.

20. The Assessment strategy for global competence The assessment strategy for global competence The PISA 2018 assessment of global competence contributes development, while considering challenges and limitations. 1) a cognitive test exclusively focused on the construct of global understanding"; and 2) a set of components: self-reported information on students It has two questionnaire items collecting 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).

21. 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 institutions, conflicts and human rights. 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 conflict. Acquiring knowledge in this aspect is important in developing values, such as peace, respect, non- discrimination, equality, fairness, acceptance, justice, non-violence and tolerance (OECD, 2018).

22. 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 oppurtunity 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.

23. 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 their countries and people, and thus, results in intolerance and oversimplified reperesentations of the world.

24. Openness, respect for diversity and global-mindedness Globally competent behavior requires an attitude of openness towards people from other cultural backgrounds, an attitude of respect for cultural differences and an attitude of Global-mindedness. Such attitudes can be fostered explicity through participatory and learner-centered teaching, as well as through a curriculum characterized by fair practices and an acommodating school climate for all students.

25. Valuing human dignity and diversity It contributes to global competence because they constitute critical filters through which individuals process information about their 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.

26. Clapham (2006) introduced the four apsects of valuing equality of core rights and dignity. To wit: The prohibition of all types inhuman treatment, humiliation or degradation by one person over another, The assurance of the possibility for individual choice and the conditions for each individuals self-fulfillment , autonomy or self-realization; The recognition that protection of group identity and culture may be essential for that of personal dignity; The creation of necessary conditions to have the essential needs satisfied.

27. Global understanding Understanding connection is the ability to use knowledge to find meaning and between different pieces of information and perspectives. Interrelated cognitive processes that globally competent students need to use to understand fully global intercultural or issues and situations (OECD, 2018).

28. 1. The explain compevaluate 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.

29. 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. 4. The capacity to evaluate actions and consequences by identifying and comparing different courses of action and weighing actions on the basis of consequences

30. 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.

31. 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.

32. 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 are content are negotiated and learners can create their own learning materials that they present and evaluate together. 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.

33. Service learning is another tool that can help students develop multiple global skills through real-world experience. This requires learners to participate in organized activities that are based on what has been learned in the classroom and that benefit their communities. The Story Circle Approach intends students to practice key intercultural skills, including respect, cultural self-awareness and emphaty . The students, in groups of 5-6, take turns sharing a 3-minute story from their own experience based in 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, student 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.

35. 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.

36. Thank you!