Niño D. Estolas, M.Ed., LPT

Multicultural literacy encompasses the aptitude and proficiency to recognize the originators of knowledge and their motivations, uncover the underlying assumptions of knowledge, perceive knowledge from various ethnic and cultural standpoints, and utilize this knowledge to direct actions aimed at fostering a fair and compassionate global society(Boutte, 2008) & Banks, 1996).

What is Multicultural Literacy? by Language and Ideas (2023).

In line with this perspective, education aimed at fostering multicultural literacy should equip students with the essential 21st-century skills and mindsets necessary for them to actively engage as citizens striving for social justice within their communities.

Given the increasing racial, linguistic, and ethnic diversity observed in the nation, significant transformations in multicultural literacy are imperative to adequately prepare students for effective participation in the modern era.

Boutte (2008) emphasized the potential of minor adjustments within classrooms to yield significant global impacts.

With the expanding diversity, there arises a demand for multicultural education that more accurately represents the diverse student populations present in contemporary classrooms.

Banks (2003) underscored the importance of teaching students to embrace multiculturalism as a means of fostering empathy and tolerance within educational settings, facilitating a deeper understanding and appreciation of diverse cultures.

The cultivation of these attitudes and competencies necessitates foundational knowledge, laying the groundwork for students to critically examine cultural assumptions and engage in thoughtful analysis of pertinent cultural issues. This fundamental aspect underscores the significance of multicultural literacy as a cornerstone of 21st-century education.

Importance

Multicultural literature serves as a valuable resource for broadening students' perspectives. It plays a pivotal role in fostering an appreciation for diversity within the classroom, nurturing empathy, and cultivating respect for individuals from diverse cultural backgrounds.

Multicultural literature serves as a lens through which students can explore and confront issues related to racism and discrimination (Colby & Lyon, 2004).

Main goal

The goal of multicultural education is to champion improved learning prospects, particularly for individuals facing marginalization due to their racial background or cultural origins.

Multicultural education seeks to spearhead dialogues and deliberations on subjects such as educational, economic, and social equity.

Global Literacy

Global literacy refers to the ability to understand and navigate the interconnectedness of the world, encompassing knowledge of global systems, cultures, and issues (Guo, 2014).
Global literacy is the capacity to engage in cross-cultural communication and collaboration, facilitating effective interaction and cooperation in a globalized society (Byram, 2008).
Global literacy encompasses the ability to analyze and understand global issues, fostering awareness of the interconnectedness of diverse societies and cultures (Levitt & Merry, 2009).
Global literacy involves the acquisition of knowledge and skills necessary for active participation in addressing global challenges and promoting social justice (Banks, 2008).
Global literacy refers to the ability to critically analyze global issues, recognizing diverse perspectives and complexities inherent in global phenomena (Steger, 2013).

According to the Ontario Ministry of Education (2015), a global citizen should possess the following characteristics:

Respect for humans regardless of their race, gender, religion, or political perspectives.
Respect for diversity and various perspectives.
Promotion of sustainable patterns of living, consumption, and production.
Appreciation of the natural world and demonstration of respect towards 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 multiculturalism information into the classroom curriculum (Guo, 2014).
   Both global and multicultural literacy are knowledge of cultures and languages. We live in multicultural societies, teach in multicultural settings, and our students interact with those who come from a different place.

"Awareness of and sensitivity to culturally determined norms promote understanding."
In fact, when students embrace the principle that difference does not equal deficiency, they gain an appreciation for the wealth of diversity that surrounds us.

Global Competence

What is Global Competence? by Asia Society (2018).

Global competence in terms of multiculturalism refers to the ability to effectively navigate and engage with diverse cultures, perspectives, and global issues:

1. It involves developing intercultural understanding, empathy, communication skills, and a sense of responsibility towards global challenges and opportunities.

2. Individuals with global competence can interact respectfully and effectively across cultural boundaries, collaborate with diverse groups, and contribute positively to global initiatives for social justice and sustainability.

Evidence of Global Competence in Multicultural Contexts

The Power of Global Competence by Asia Society (2016).

Evidence of possessing global competence in terms of multiculturalism can manifest in various ways, indicating an individual's ability to effectively engage with diverse cultures and navigate global contexts.

Some evidence of global competence in multicultural settings may include:

1. Intercultural Communication Skills

Demonstrating the ability to communicate effectively with people from diverse cultural backgrounds, including active listening, empathy, and the ability to adapt communication styles to different cultural norms.

2. Cross-Cultural Understanding

Showing a deep understanding and appreciation of cultural differences and similarities, as well as awareness of cultural biases and stereotypes. This includes recognizing and valuing diverse perspectives and worldviews

3. Interdisciplinary Knowledge

Possessing knowledge of global issues, interconnections, and cultural dynamics across various disciplines such as history, sociology, anthropology, and international relations.

4. Respect for Diversity

Respecting and valuing cultural diversity, promoting inclusivity, and advocating for social justice and equality for marginalized groups.

5. Global Citizenship Actions

Engaging in actions that contribute to global understanding, social responsibility, and sustainable development, such as participating in cross-cultural exchange programs, volunteering for international initiatives, or advocating for human rights.

6. Adaptability and Flexibility

Demonstrating adaptability and flexibility in multicultural contexts, including the ability to navigate unfamiliar cultural environments, negotiate cultural differences, and collaborate effectively with individuals from diverse backgrounds.

7. Problem-Solving and Critical Thinking

Applying critical thinking skills to analyze complex global issues, evaluate multiple perspectives, and propose innovative solutions that promote intercultural understanding and cooperation.

The following are the reasons why global competence is necessary.

1. To live harmoniously in multicultural communities.

Education or 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, 2014b). Thus, education can teach students the need to address cultural biases and stereotypes.

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.

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).

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.

Promoting Global Competence in Schools

What did the PISA 2018 global competence test assess, and why is it important? By OECD (2020).

Promoting global competence in schools is essential in preparing students to thrive in an interconnected world.

"Teachers play a crucial role in fostering global competence among their students by implementing various classroom strategies."

Here are several effective strategies teachers can employ:

1. Integrate Multicultural Content

Incorporate diverse perspectives, cultures, and global issues into the curriculum across subjects. Use diverse literature, historical events, and current affairs to expose students to different cultures and perspectives.

2. Encourage Intercultural Communication

Create opportunities for students to engage in meaningful dialogue with peers from diverse backgrounds. Encourage respectful discussions, active listening, and the sharing of personal experiences to foster understanding and empathy.

3. Global Collaborative Projects

Facilitate collaborative projects with students from schools in different countries or regions. Utilize technology to connect students virtually, allowing them to collaborate on projects, share ideas, and learn from one another's perspectives.

4. Cultural Exchanges and Visits

Organize cultural exchanges, field trips, or virtual tours to expose students to different cultures and traditions firsthand. Invite guest speakers from diverse backgrounds to share their experiences and insights with students.

5. Promote Critical Thinking

Encourage students to critically analyze global issues, evaluate different perspectives, and develop informed opinions. Teach students to question assumptions, challenge stereotypes, and consider the broader implications of global events and phenomena.

6. Cultivate Empathy and Respect

Foster a classroom environment that promotes empathy, tolerance, and respect for cultural diversity. Encourage students to appreciate and celebrate differences, while also recognizing the common humanity that unites us all.

7. Global Awareness Activities

Incorporate activities and discussions that raise awareness of global issues such as climate change, poverty, and human rights. Encourage students to research and discuss solutions to these challenges from a global perspective.

8. Use Technology as a Tool

Utilize technology to connect students with peers, experts, and resources from around the world. Use online platforms, video conferencing, and social media to facilitate global collaboration and communication.

9. Service Learning Projects

Engage students in service learning projects that address local and global issues. Encourage students to identify community needs and develop solutions that have a positive impact both locally and globally.

10. Model Global Citizenship

Lead by example and demonstrate traits of global citizenship in your own actions and interactions. Show curiosity, open-mindedness, and a willingness to learn about different cultures and perspectives.

By implementing these classroom strategies, teachers can effectively promote global competence among their students, preparing them to become informed, empathetic, and engaged global citizens.

References:

Asia Society. (2018). What Is Global Competence? https://asiasociety.org/education/what-global-competence
Banks, J. A. (2008). Diversity, Globalization, and Education: Social Justice for the 21st Century. Teachers College Press.
Boutte, G. S. (2008). Culturally Responsive Teaching: Theory, Research, and Practice. Teachers College Press.
Brubacker, R., & Laitin, D. D. (1998). Ethnic and Cultural Pluralism: A New Challenge to the Nation-State. In Annual Review of Sociology, 24(1), 423-452.
Byram, M. (2008). From Foreign Language Education to Education for Intercultural Citizenship: Essays and Reflections. Multilingual Matters.
Colby, S. M., & Lyon, G. (2004). Understanding Global Cultures: Metaphorical Journeys Through 34 Nations, Clusters of Nations, Continents, and Diversity. Sage Publications.
Delors, J., et al. (1996). Learning: The Treasure Within. UNESCO Publishing.
Guo, Y. (2014). Global Literacy: A Critical Tool for the 21st Century. Journal of the American Society for Information Science and Technology, 65(6), 1342-1352.
Kymlicka, W. (1995). Multicultural Citizenship: A Liberal Theory of Minority Rights. Oxford University Press.
Levitt, P., & Merry, S. E. (2009). Vernacularization on the Ground: Local Uses of Global Women's Rights in Peru, China, India, and the United States. Global Networks, 9(4), 441-461.
Sen, A. (2007). Identity and Violence: The Illusion of Destiny. W. W. Norton & Company.
Steger, M. B. (2013). Globalization: A Very Short Introduction. Oxford University Press.
UNESCO. (2014). Intercultural Competences: Conceptual and Operational Framework. UNESCO Publishing.
Zuckerman, E. (2014). Rewire: Digital Cosmopolitans in the Age of Connection. W. W. Norton & Company.