Module 2

MODULE 2: GLOBALIZATION AND
MULTICULTURAL LITERACY
PREPARED BY: LILETH C. CAWAS
LESSONS IN THE MODULE
✔ Lesson 1: Globalization Literacy

✔ Lesson 2: Multicultural Literacy
MODULE LEARNING OUTCOMES
At the end of the module, you should be able to:

✔ define globalization and multicultural literacy.
✔ identify the concepts/features of globalization and multicultural
literacy.
✔ evaluate the value of globalization and multicultural literacy.
LESSON 1: GLOBALIZATION LITERACY
Anthony Giddens (2007) defines globalization as "the intensification of
worldwide social relations which link distant localities in such a way that local
happenings are shaped by events occurring many miles away and vice versa.”
This means three things such as the following (Abuso, 2020: p. 4) :
a. Globalization involves the intensification of social relations worldwide.

Social relations in the form of interactions, conversations, expression of
emotions, etc. is now possible
b. Globalization links worldwide distant localities.
c. Globalization enables events many miles away to shape local happenings, and
vice versa.
Objective Domain of globalization
Nation-state
The idea of a nation started from the people identifying an “us” form a
community where groups of people share common land, values, beliefs and
practices (Jo Ann Chirico, 2013). Below is the flow diagram of the creation of a
nation-state.
Communities
- "us" identity
-sharing of farms or
harvest
Empires
-one ruler for all
humankind
Nations
-groups of humankind free to
govern themselves
Figure 1. The Step-up Processes of the Creation of a Nation-

State
Global village
People are living in one big global village with the advent of mass
media such as newspapers, books, radio, television and movies and
social media like facebook, instagram and twitter, (Abuso, 2020). They
facilitate communications and interactions virtually.
Globalization of Ideas
Ideas criss-cross from all over the world and across cultures and
races with the use of smartphones, computers, mp3 players, e-
readers and other technologies (Bretaña, 2020).
Subjective Domain of Globalization
Global Citizenship
Global citizenship pertains to a person’s regional or national identity, having the special
rights and duties prescribed in a nation’s government enumerated below (Dupa, 2020: p.12):
a. Respects multiculturalism.
b. Realizes that unity and cooperation are the basic features of global citizens.
c. Is aware that his/her actions affect the world around him/her.
d. Behaves respectively and acts in an emphatic way.
e. Has a teamwork spirit.
f. Helps other people and appropriates cooperation.
g. Takes the responsibility of global issues concerned with
his/her society.
h. Knows his/her duties and rights very well.
i. Acts as an active member of the society for the sake of
improving it.
j. Understands that parts of the world are interconnected.
k. Behaves ethically in all situations.
Global Literacy
Global literacy aims to educate students with issues of globalization and act
proactively on issues of racism, diversity and social justice.
This helps the students embrace and characterize the following roles as members
of the global citizenship (Ontario Ministry of Education, 2015, as mentioned in
www.coursehero.com):
a. Respect for humans no matter their race, gender, religion or political perspectives
b. Respect for diversity and various perspectives
c. Promoting sustainable patterns of living, consumption, and production
d. Appreciate the natural world and demonstrate respectful towards the rights of all
living things
LESSON 2: MULTICULTURAL LITERACY
What is multicultural literacy?

-Multicultural literacy is both teaching the word and the world Freire (2005), It
requires the global citizens to balance unity and diversity, develop cultural, national, and
global identifications, and eventually acquire multicultural citizenship.
-multicultural literacy “is a movement designed to empower all students to become
knowledgeable, caring, and active citizens in a deeply troubled and ethnically polarized nation
and world.” Banks (2006: p. 129)
APPROACHES TO MULTICULTURAL LITERACY
(BANKS, 2003, AS QUOTED BY VEGA ET AL., 2015: P. 66)
Level 1: Contributions
-Heroes, holidays, and food become a special focus on a particular day.
Level 2: Additive
-Special units and topics about various groups are added to, but do not
fundamentally alter the curriculum.
Level 3: Transformation
-Curriculum is changed, so that students see the world from the different perspective
of various groups
Level 4: Social Action
-Students make decisions about their world and become directly involved in social
actions.
DIMENSIONS OF MULTICULTURAL LITERACY
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 area or disciplines.
2. 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. Students
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.
4. 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.
. Empowering school culture and social structure. This dimension 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
MODULE ASSESSMENT
I. Multiple Choice: Read each question carefully, and then circle the letter of your
answer.
1. A key problem in cross-cultural communications is

a. Misunderstanding of cultural cues.
b. Negativity on the part of the student.
c. Negativity on the part of the teacher.
d. Lack of facial cues and body language.
2. Dispositions of multicultural education include all of the
following except
a. Social justice.
b. Racism.
c. Honesty.
d. Fairness
3. Student projects that address equity, democratic, and social justice issues in the community are
a. Meaningful projects.
b. Hands-on projects.
c. Collaborative projects.
d. Multicultural projects.
4. philosophy that expects citizens to provide for those persons in society who are not as
advantaged as others is
e. Equality.
f. Equity.
g. Social justice.
h. Democracy.
5. Which of the following concepts describes how mass communication technologies have created a
community that spans the entire world.
i. Globalization
j. Global village
k. Gaia
l. Global Citizens
II. Short Answer
1. How do you define globalization?

2. Why is it important for teachers to respond to
the voices of their students, their families,
and the community?

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MODULE 2: GLOBALIZATION AND

✔ Lesson 1: Globalization Literacy

MODULE LEARNING OUTCOMES

At the end of the module, you should be able to:

a. Globalization involves the intensification of social relations worldwide.

Figure 1. The Step-up Processes of the Creation of a Nation-

What is multicultural literacy?

1. A key problem in cross-cultural communications is

1. How do you define globalization?

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