Republic of the Philippines

ISABELA STATE UNIVERSITY

BUILDING AND ENHANCING NEW LITERACIES

ACROSS THE CURRICULUM
(SEd Prof. 312/EEd Prof 312/TLEd Prof 312/PEd Prof 312)

A Self-Paced Learning Module for College

Students

MODULE 3

Multicultural and Global

Literacy

Dr. Judith E. Daracan

Dr. Manuel B. Cabungcal Jr.
I- Title of the Module : Multicultural and Global Literacy

Sub-Topics:

I-Context of Multicultural and Global Literacy

II-Principle of Multicultural Education
III-Principle of Multicultural Education
IV-Multicultural and Global Literacy Across the Curriculum
V-Dimensions of Multicultural Teaching
VI-Importance of Multicultural Education
VII-Creating a Multicultural Education

II. Overview/Introduction

In today’s era, classrooms now are oftentimes heterogenous in

composition. Our learners now came from different race, ethnic backgrounds,
socio- economic statuses, genders and sometimes ages group together with
an unexplainable behavior, problems and mind- that somehow teachers find it
difficult to handle and making the learners become responsive and motivated
to learn is another question that needs an immediate answer.

This module presents concepts on multiculturalism, multicultural

education, multicultural and global literacy. And different insights on how an
educator become culturally responsive amidst new and advance technological
world we live in.

III. 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.

IV- Learning Content /TOPICS

I- Context of 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).

-With this, 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 21st 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 21st 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 21st Century Literacy (Banks, 2003).

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.

MULTICULTURAL AND GLOBAL LITERACY

Multicultural literacy

- refers to the skills involved when uncovering bias in regards to culture,

as well as the ability to take different perspectives to gain a more
humane perspective.

Multicultural literacy consists of the skills and ability to identify the

creators. of knowledge and their interests (Banks, 1996), to uncover the
assumptions of knowledge, to view knowledge from diverse ethnic and
cultural perspectives, and to use knowledge to guide action that will create a
humane and just world.

Why is multicultural literacy important?

1. This will served as a powerful tool in enabling students to gain a better

understanding of both their own culture and the cultures of others.
Through this deeper knowledge, relationships can be strengthened,
bridging the gap between students from diverse cultural backgrounds
(Hseu & Hetzel, 2000).
2. Students may develop greater cognitive skills as they learn to engage with
and critically evaluate the texts that they read.
3. It promotes cultural sensitivity.

Suzanne Evans (2010) conducted research on critical literacy using a

range of multicultural picture books. Her aim was to determine whether
student perspectives on diversity and the acceptance of others altered once
they were exposed to multicultural texts. Evans concluded that exposure to
multicultural literature increased students’ awareness of the various social
practices, values and belief systems of other cultures.

5. It promotes empathy and unity

- being multicultural literate, it fosters positive self-esteem and prevents
students from feeling isolated. It has the ability to nurture respect,
empathy and acceptance among all students (Steiner et al, 2008). 

6. It Promotes cross-cultural friendship

- According to Steiner et al., 2008). Sharing stories portraying cultural
diversity can foster the belief that race is not a barrier, but rather a
contribution to the beauty of our multicultural world.

-It surely help promotes the interaction of children across differing ethnic
backgrounds

7. Helps students look critically at the world

- Exposing students to Multicultural literature can help students develop
global awareness by introducing them to current cultural issues. When
students vicariously experience the feelings and emotions of others
through literature, they are encouraged to look critically at the world and
gain a greater understanding of the global community (Monobe & Son,
2014).

8. Encourages identity formation

Multicultural literature can also assist students with their identity
formation (Hseu & Hetzel, 2000). Identity formation is important in the social
development of all children, as it gives them a sense of belonging and
acceptance in society.
Globalization & Cultural and Multi-Cultural Literacy

One could think that globalization is only a matter of industry and

business, and that education as a moral process is not part of this
development. However, if we understand education as a part of the
information business, education systems can be seen as the core of the
globalization process (Vega et. al., 2009). Not only with the advent of ICT that
globalization is put forth, but with the ever connectedness of people in other
aspects of living such as religion, labor, trade, leisure, international relations
and others.

The Levin Institute in 2017 defined globalization as the process of

interaction and integration between people, business entities, governments,
and cultures from other nations, driven by international trade and investment
and supported by information technology. One good illustration of this
definition is the conduct of Olympic of SEA Games. As the Philippines hosted
the event in 2019, Malaysians, Vietnamese, Qataris, Singaporeans and other
nationals came over with their own culture. As they stayed here for weeks,
they immersed themselves with the foods, language, fashion, culture and
even architecture. As they go home to their countries, they realize that they
like something that they saw and experience in the Philippines. They may t
hen adopt in their countries voluntarily. The Filipinos in the same manner may
have seen things from the visitors that they could adopt for themselves.

Expanded Flow of Expressive and Instrumental Culture Around the

World

The K-drama and KPOP music and culture have become a “hot-cake”
in the Philippines among the youths and other segments of the society. The
popularity of this Korean art and culture have practically Koreanize Filipinos in
foods, skin-care, haircut, apparel and even language.

Meyer (2000) describes instrumental culture as the common models of

social order – that is, models or ways of thinking about and enacting national
identity, nation-state policies both domestic and foreign, socio-economic
development, human rights, education and social progress. No wonder why
our education system is patterned from American model as it is perceived as
a global leader in the field.
Cultural Literacy

Culture is not “one size fits all”. As the cultural environment changes, we
must adapt to the given standards. Our behavioural patterns change
dramatically from one cultural context to another. We are expected to behave
according to the standards of the group. We may choose not to behave in
accordance with our cultures or else endure a never-ending struggle (Vega et.
a., 2009).

Cultural literacy is not knowledge alone- it is immersion. One needs to

understand the signs and symbols of a given culture and being able to
participate in its activities and customs as opposed to simply being a passive
observer. The signs and symbols of a culture include both formal and informal
languages, its idioms and forms of expression, entertainment, values,
customs, roles, traditions and the like – most of which are assumed and
unwritten. Thus, they are learned by being participative of the culture.

This is to say that to be culturally literate with the Ifugaos, one has to
eat the pinikpikan, drink the tapoy, dance the gong music, wear the g-string,
chew the itso, speak their dialect, etc. By this, it is then said that cultural
literacy is culture-specific but it is not limited to national cultures. The culture
of one workplace can be different from another, as people in an institution
may come from various places locally or abroad just as the culture of one
campus of a university can differ widely from another campus or school.

Global literacy promotes and encourages everyone to possess the

following:

1. Inquiry, reasoning and problem solving

-One of the goals of being a globally literate individual is to be fully

aware of the diversity of cultures that exist in the whole world, for
them to become rational thinkers and be of help lessen or
eradicate prejudices and racial and discrimination among
different races.

2. Collaboration

- Everyone is interconnected now because of the idea of

globalization, hence it is expected that we work hand in hand
with other country.
 3. Communication and an understanding of world languages and
cultures

- somehow our respective language and dialects lessen our

collaboration and cooperation with other races, hence, preparing
our learners to be globally literate will surely lessen the barriers
and problems with regards to language.

4. An understanding of globalized systems and political realities

-Giving due respect to one’s laws, customs, traditions and political

cultures will surely help us attain peace and unity.

5. Responsible global citizenship

- being globally literate will surely help us become respectful and

sensitive to one’s government and laws. It controls our behavior
and help us become good citizen.

6. Respect for diversity

- it is expected that we wish for a non-violence and non-

discriminating society, hence, being globally literate will surely
help us become respectful on one’s race, ethnic background
and cultures.

7. An understanding of the skills and technologies that are necessary

for life in the 21st century

- it is a must now to be a globally literate, to cope with the

everchanging technological world we live in. We need to be globally
competitive, therefore, we must prepare every learner to be globally
literate.

8. The ability for students to become advocates for themselves and their
city/state/country.

- this is the age of millennials, thus, this brings awareness of the

possibilities and constraints facing the world's people.

-Students who are globally literate are able to think critically about

the world and the role that they play in it. Globally
literate students are empowered to affect positive change in the
world.

According to the Asia Society based in New York City, to work, produce,
and participate in a global society, young people need the following:

1. Knowledge of other world regions, cultures, and

global/international issues
 2. Skills in communicating and collaborating in cross-cultural
environments and in languages other than English, and in using
information from different sources around the world, and
3. Values of respect and concern for other cultures, peoples, and
places.

https://www.gvaschools.org/apps/pages/index.jsp?
uREC_ID=409022&type=d&pREC_ID=891650

Global literacy involves learning about other world regions through arts
and culture, language, economics, geography, mathematics, and science. It
can be interwoven through a variety of projects and activities, including
performances, festivals, celebrations, sports, games, and food, as well as
various approaches to learning such as themes, simulations, leadership
training, peer education and mentorship, apprenticeships, and authentic
experiences via travel and technology.

Global literacy is not a separate subject, but rather a perspective that

informs and modernizes every academic subject and area of cognitive and
social development.

Young people who are globally literate have attained a range of

competencies that enable them to connect, collaborate, and compete with
peers around the world. For example, they:

1. Acquire essential global knowledge and understanding.

- Young people become aware and examine and sincerely understand

world regions, current events, and global issues, hence, recognizing
how international systems are interconnected and interdependent.

2. Students may view the world from multiple perspectives. 

- Students may have now the ability to analyze, evaluate and

participate about global and local issues from different points of view.
They may now thinking creatively and critically about the complex
interconnections between global issues and individual realities.

3. Students may communicate across cultures and boundaries.

- being globally literate, they can participate effectively in diverse

cultural situations, and use language, technology, and collaboration
skills to access information about and from the world and communicate
effectively.
4. Learners may take responsibility for their own learning and for the
planet.

-if students are globally literate, they may learn about and engage with
critical global issues, making ethical decisions and responsible choices
that contribute to the development of a more just, peaceful, and
sustainable world.

II-MULTICULTURAL EDUCATION

Multicultural education is an idea, an educational reform movement,

and a process (Banks, 1997).

- As an idea, multicultural education seeks to create equal

educational opportunities for all students, including those from
different racial, ethnic, and social-class groups.

It supports the idea that students and their backgrounds and

experiences should be the center or the focus of their education
and that learning should occur in a familiar contact that attends
to multiple ways of thinking.

- Multicultural education tries to create equal educational

opportunities for all students by changing the total school
environment so that it will reflect the diverse cultures and groups
within a society and within the nation's classrooms.
- Multicultural education is a process because its goals are ideals
that teachers and administrators should constantly strive to
achieve.

-Multicultural education is an idea, an approach to school reform, and a

movement for equity, social justice, and democracy. Specialists within
multicultural education emphasize different components and cultural groups.
However, a significant degree of consensus exists within the field regarding its
major principles, concepts, and goals.

GOALS OF MULTICULTURAL EDUCATION

1. According to James banks(2001) the primary goal of Multicultural

education is to transform the school so that students either male or
female, exceptional students, and students from diverse cultural, social
class, racial, and ethnic groups experience an equal opportunity to learn.
2. One major goal of multicultural education is to restructure schools so that
all students acquire the knowledge, attitudes, and skills needed to
function effectively in an ethnically and racially diverse nation and world.
3. Multicultural education seeks to ensure educational equity for members of
diverse racial, ethnic, cultural, and socioeconomic groups, and to facilitate
their participation as critical and reflective citizens in an inclusive national
civic culture.

Read more: Multicultural Education - History, The Dimensions of

Multicultural Education, Evidence of the Effectiveness of Multicultural
Education - Students, Cultural, Ethnic, and School -
StateUniversity.com https://education.stateuniversity.com/pages/2252/M
ulticultural-Education.html#ixzz6T5Bp9Nmg

4. One of its important goal of ME is to help students acquire

knowledge, attitudes, and skills needed to function effectively in this
pluralistic democratic society and to be able to negotiate, interact
and communicate with all other people regardless of their race to
create a civic and moral community that works for the common
good.

5. Another important goal of ME is to help the learners acquire the

knowledge and commitment they needed to make a reflective decisions,
and to be able t perform personal, social, and civic actions that promotes
democratic living.
6. ME provides opportunities for students to develop their sense of personal
and civic efficacy, and faith in their ability to make great changes in their
respective institutions or place in which they live.
7. James Banks gives this related goal of ME, for him, to help all students
develop more positive attitudes toward different racial, ethnic, cultural ,
and religious groups, there must be a transformation in the curriculum,
hence, he gave these four approaches.

FOUR APPROACHES TO MULTICULTURAL EDUCATION

1. Contributions approach
-It is been a practice in our curriculum that we celebrate special
holidays and day for our national heroes, hence, this is one way to
develop our ethnicity and culture.
2. Additive Approach
- In our curriculum we include special topics, unit or course of which we
incorporate diversity of cultures, though no substantial change is made
to the curriculum as a whole.
3. Transformation Approach
- Students are taught to view events and issues from diverse ethnic
and cultural perspective.
4. Social Action Approach
- it goes beyond the transformation approach. Students become directly
involved in solving related problems, this approach promotes decision
making and social action in order for the students to achieve
multicultural goals and vibrant democracy. (Sadker and Sadker,2003)

III-PRINCIPLE OF MULTICULTURAL EDUCATION

Parekh (1986) sets the over all tone of multicultural education in his
judgement.

For him, ME is “good education for all children”

- According to him, to endorse ME is not to imply that the entire

education system should be destroyed or that Anglocentric
cultural dominance existing in schooling should merely be
replaced with the d
- ominance of ethnic cultures, neither is to deny the need for
common national culture.
- It simply says that education system needs to be improved by
becoming less culturally monolithic, rigid, biased, hegemonic,
and ethnocentric.

To further understand , let us define the following:

“monolithic culture” -refer to a society where everyone shares the same

belief system, the same kinship-based myth of tribal origin, the same
language, and the same general worldview, with little or no cultural mixture
and very few or no minority subgroups in the same geographic region — or if
minorities do exist, they are isolated and segregated in their own geographic
enclaves.

In Marxist philosophy, cultural hegemony is the domination of a culturally

diverse society by the ruling class who manipulate the culture of that society
— the beliefs and explanations, perceptions, values, and mores — so that the
imposed, ruling-class worldview becomes the accepted cultural norm; the
universally valid.

Ethnocentrism -is a major factor in the divisions among members of different

ethnicities, races, and religious groups.

-It's the belief that one's ethnic group is superior to another.

-Ethnocentric individuals believe they're better than other individuals for

reasons based solely on their heritage. Clearly, this practice relates to
problems of both racism and prejudice.
 -This comes in stark contrast to xenocentrism - the belief that someone
else's culture is superior to their own. For example, you might meet a pure
blooded Pampangeno who insists Ilocano culture is better than the Visayan
way of living.

In truth, both ideals are a bit skewed. However, you'll see in these
examples of ethnocentrism that the practice is not only absurd, but potentially
fatal.

Cultural homogeneity. Another aspect of national identity is cultural

homogeneity, or a sense of pride in one's culture, nationality and common
background with fellow citizens.

- One explanation may be the role of the media, that promote

one culture and encourage migrant groups to follow the ruling culture.

Let us always remember that the principle of Multicultural Education

are;

Cultural pluralism is a term used when smaller groups within a larger society
maintain their unique cultural identities, whereby their values and practices
are accepted by the dominant culture, provided such are consistent with the
laws and values of the wider society.

- a condition in which minority groups participate fully in the dominant

society, yet maintain their cultural differences. a doctrine that a society
benefits from such a condition.

The prevailing norm in educational decision making and operating procedures

should be CULTURAL PLURALISM AND HETEROGENEITY, instead of
cultural hegemony of homogeneity.

HETEROGENEITY
- The process of adoption of elements of global culture to local cultures is
known as glocalization or cultural heterogenization.

Some scholars like Arjun Appadurai note that "the central problem of today's
global interaction is the tension between cultural homogenization
and cultural heterogenization".

IV-MULTICULTURAL AND GLOBAL LITERACY ACROSS THE

CURRICULUM

School is one of the most popular avenue for us to acquire knowledge,

skills, and values in order to better understand the individuals and the society.
However, it has been evident that people, nowadays, have left cultural
sensitivity aside despite the level of education they have received.

With globalization and modernization it is inevitable for everyone to

learn and accept intercultural learning.

First, bridging cultural gaps would allow one to understand the

reason behind the different practices of people from all over the world.
Without opening ourselves to diversity we would not know that Maranaos, for
example, are different from the Iranons even though they are both ethnic
groups in Mindanao. They may have reside in the same archipelago, but in so
many ways, their everyday practices are very different from one another. That
mere difference in their way of life would give us a glimpse of their unique
culture which would eventually lead us to be well-rounded people.

In school, we have seen that the way people dress, speak, and act
reflect a certain culture. With this, we could already say that “our culture is our
identity”. Learning cultural differences then, is learning how to accept
another’s identity. It is a way of understanding their differences in order for us
to learn how to respect one’s individuality and promote peace in the society.

Second, intercultural learning helps inculcate values such as

empathy, open mindedness, respect, and inclusivity.

-Empathy is seen in the way one would learn not to judge a person based on
their personality, cultural background, race and familial upbringing. It is a way
for us to put others in our own shoes and be understanding of how they feel in
the society.

-Open mindedness is then practiced when one have learn not to isolate
himself in a single culture or practice. For example, in attending an event with
the Muslim community, especially with the Maranaos who wear malongs and
hijabs, one must learn how to dress sensitively. Non-Muslim people must
learn to adjust and dress conservatively in order to show respect for their
belief and respond positively to their cultural practice.

Furthermore, the value of respect is one of the most vital. It reflects

the level of humanity we have towards others. We Filipinos, are often known
for this trait, especially with the use of “po” and “opo”. As time goes by, we
must not forget to continue this tradition of ours and always practice the value
of respect. Greet the elderly people with outmost respect and continue our
traditional conjunctions. With this, we can ensure a peaceful community
where an environment of discrimination can be prevented.
 The value of belongingness, intercultural learning allows us to make
everyone feel like they are part of the general whole. In the Philippines, a
country that is rich in ethnic groups as such as Badjao, Tausug, Ilonggo,
Maguindanaon and others, one must learn to view and show them that they
are individuals who are part of one nation. In fact, in order to achieve a united
nation, it is vital that the sense of belongingness exists in each individuals.
Never forget to show others that they belong and that they not strangers.
Instead of hurting people, spread love and acceptance.

DIMENSIONS OF MULTICULTURAL TEACHING

The Five Dimensions of Multicultural Education

James Banks identified Five dimensions of ME.

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 social-
class 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.

4. 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.

CREATING A MULTICULTURAL CLASSROOM

Multiculturalism and Curriculum Development

How can teachers establish linkages between multicultural education and the
disciplines and subject matter content taught in schools?

One approach is to filter multicultural education through two categories

of curriculum development: reality/representation and relevance.

1. Reality/Representation

A persistent concern of curriculum development in all subjects is

helping students understand the realities of the social condition and how they
came to be as well as adequately representing those realities. Historically,
curriculum designers have been more exclusive than inclusive of the wide
range of ethnic and cultural diversity that exists within society. In the haste to
promote harmony and avoid controversy and conflict, they gloss over social
problems and the realities of ethnic and racial identities, romanticize racial
relations, and ignore the challenges of poverty and urban living in favor of
middle-class and suburban experiences.

School curriculums need to reverse these trends by also including

equitable representations of diversity. For example, the study of American
literature, art, and music should include contributions of males and females
from different ethnic groups in all genres and in different expressive styles.

2.Relevance

Many ethnically diverse students do not find schooling exciting or

inviting; they often feel unwelcome, insignificant, and alienated. Too much of
what is taught has no immediate value to these students. It does not reflect
who they are. Yet most educators will agree that learning is more interesting
and easier to accomplish when it has personal meaning for students.
Students from different ethnic groups are more likely to be interested and
engaged in learning situations that occur in familiar and friendly frameworks
than in those occurring in strange and hostile ones. A key factor in
establishing educational relevance for these students is cultural similarity and
responsiveness (see Bruner, 1996; Hollins, 1996; Wlodkowski & Ginsberg,
1995

How to create a Multicultural Classroom?

CREATE A CULTURALLY -RESPONSIVE TEACHING

Cultural-Responsive teaching acknowledges cultural diversity in classrooms

and accommodates this diversity in instruction.

There are three important ways to take note when establishing a Cultural-
Responsive Teaching:

1. Recognizing and accepting student diversity

- Teachers must welcome and value their students as human being

regardless of their ethnicity, cultural backgrounds and genders.

2. Building on students’ cultural backgrounds

- Teachers must communicate and establish positive images about students’

origin and home cultures and not to discriminate or isolate them from other
students.

3. Being Responsive to different learning styles

-Teachers are expected to build, enhance and empower her/his students’

strengths and uses these to help her/his learners enjoy learning in a positive
culturally- responsive teaching-learning process.
Hence, to work effectively with students from different cultures, teachers must
understand their cultures. Teachers must develop students’ personal pride of
their own cultures. He should develop in them a learning environment that
meets the emotional needs of each learners.

V- Teaching-Learning Activities

Direction: Give keypoints or important keywords that summarizes your

understanding about the following:
1. Multicultural Literacy
Key Point/Keywords Your own explanation
about Multicultural
Literacy

1.

2.

3.

4.
2. Global Literacy
Key points/Keywords Your Own Explanation
about Global Literacy
1.

2.

3.

3. Multicultural Education
Key points/Keywords Your Own Explanation
about Multicultural
Education
1.

2.

3.

4.

VI- Recommended Reading Materials

Read more: 
Multicultural Education - History, The Dimensions of Multicultural Education,
Evidence of the Effectiveness of Multicultural Education - Students, Cultural,
Ethnic, and School -
StateUniversity.com https://education.stateuniversity.com/pages/2252/Multicul
tural-Education.html#ixzz6T5Bp9Nmg

VII- Flexible Teaching -Learning Modality

-Asynchronous and synchronous

VIII- Assessment Task

Answer the following in an essay form:
1. As a future teacher, how do you incorporate multicultural education in the
classroom?

2.Why is multicultural education important for all students?

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3.What are the disadvantages of multiculturalism in education?

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IX-References

Banks, J. A. (1995a). Multicultural Education: Historical Development,

Dimensions, and Practice. In J. A. Banks & C. A. M. Banks (Eds.). Handbook
of Research on Multicultural Education (pp. 3-24). New York: Macmillan.

Banks, J. A. (1995b). Multicultural Education: Its Effects on Students' Racial

and Gender Role Attitudes. In J. A. Banks & C. A. M. Banks (Eds.). Handbook
of Research on Multicultural Education (pp. 617-627). New York: Macmillan.

Banks, J. A. (Ed.) (1996). Multicultural Education, Transformative Knowledge

and Action. New York: Teachers College Press.

Banks, J. A. (1997). Multicultural Education: Characteristics and Goals. In J.

A.

Banks & C. A. M. Banks, (Eds.). Multicultural Education: Issues and

Perspectives (3rd ed., pp. 3-31). Boston: Allyn and Bacon.

Banks, C. A. M. & Banks, J. A. (1995). Equity Pedagogy: An Essential

Component of Multicultural Education. Theory into Practice, 34 (3), 151-158.

Bailey, C. T. (2000). The role of cultural factors in school relevant cognitive

functioning: Synthesis of findings on cultural context, cultural orientations, and
individual differences. (ERIC Document Reproduction Service No. ED 441
880) Bruner, J. (1996).