Global and Multicultrual Literacies
Global and Multicultrual Literacies
Global and Multicultrual Literacies
The understanding of how the world is organized and is interconnected, comprises what Global literacy is. It
includes the ability of the individual to think critically about the world and the roles they play in it. With the
inevitability of diversity amongst nations and countries, a person who is globally literate possess understanding and
appreciation of this diversity that may come in the form of ones culture, customs, systems and relationships. In
short, this literacy brings ones awareness to the different possibilities, issues and even concerns facing the worlds
people Guo (2014) emphasized that global literacy aims to address issues of globalization, racism, diversity and
social justice. This necessitate ones awareness and actions that are consistent with a broad understanding of
humanity, racism, diversity and social justice.
Educating learners with global literacy aims to equip these learners with understanding of global systems,
circumstances and relationships that influence their lives. Moroever, Global Literacy must aim to empower
students with knowledge and take action to make a positive impact in the world and their local community (Guo,
2014).
The teaching of Global Literacy aims to help develop individuals into global citizens who are globally
literate. With various schemes of promoting global literacy, the Ontario Ministry of Education (2015) explicated
that a global citizen should display most or all of the following characteristics:
Respect for humans no matter their race, gender, religion or political perspectives.
Respect for diversity and various perspectives.
Promoting sustainable patterns of living, consumption, and production.
Appreciate the natural world and demonstrate respectful towards the rights of all living things.
The concepts of Global and Multicultural Literacy are interconnected; thus, they are placed on the
same unit. The teaching and learning of Multicultural literacy is a respond to the phenomenon of Multi-
culturalism (which will be discussed in the next sub-topic). If Global Literacy talks about understanding and
awareness of the interconnectedness and organization of the world,; Global literacy is 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 perspective, and to use knowledge to guided
action that will create a humane and just world (Boutte, 2008).
Multiculturalism & Multi-cultural Education
Multiculturalism is a philosophy that emphasizes on the unique characteristics of different cultures, especially
as they relate to on another in receiving nations. It is considered a systematic response to cultural and ethnic
diversity, with differences in educational, linguistic, economic and social components, and specific institutional
mechanisms. Broadly, the term is use to describe societies which may be is composed of various cultural groups,
resulting from the increase of immigration and border mobility.
Aside from approaches, Banks also provided five dimensions of multicultural education that teachers and
administrators must attend to in the effective implementation of multi-cultural education. The dimensions include;
Content Integration, Knowledge Construction Process, Prejudice Reduction, Equity Pedagogy & Empowering
School Culture. For discussion and explanation of the dimensions, please visit the Google classroom or ask the
instructor to send you the PDF materials.
As we talk about global and Multi-cultural literacy, the concepts of Globalization and ASEAN Integration
are important phenomena that every prospective educator must be oriented with. Globalization in the simplest
sense refers to the growing interdependence of the world’s economies, cultures and populations which is brought
about by the increase of cross-border mobility and trade of goods and services, as well as the technology and the
flow of investment, people, information and knowledge. According to Vega, et.al (2015), globalization
necessitated education to pursue reforms within the educational system . These reforms are enumerated in the next
paragraph.
1. Content of Education
a. Curriculum Upgradation
b. Productivity Orientation
-The basic objective of globalization is to enhance productivity and to make the educational system and
instrument in preparing students who can compete in the world markets as productive members of society.
- Selecting the best human and giving them education of the highest quality.