GROUP 2 ED-4A GROUP REPORTING

Sources, citations, and format.

 Globalization and Multi-cultural Literacy

 Key Concepts
 Globalization
 Multi-culturalism
 The Globalization Trend and Literacy: Issues and Concerns
 Multi-culturalism and Literacy: Issues and Concerns
 Diversity, equality and social justice
 Addressing Diversity Issues and Integrating Multi-culturalism into the Curriculum

Globalization and Multi-cultural Literacy

-Multicultural Literacy aim is to achieve social justice.
-to prepare students to function effectively especially in 21 st century
-What is Multiculturalism?
 multiculturalism, the view that cultures, races, and ethnicities, particularly those of minority
groups, deserve special acknowledgment of their differences within a dominant political culture.
-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).
- we should be aware of the view of different tradition and cultures in terms of literacy
- 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).
- we are empathizing why students should respect and appreciate different cultures, traditions, and
beliefs of every person.
- 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.
- By teaching 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 being said, 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 new literacy
- “New literacies” that arise from new technologies include things like text-messaging, blogging, social
networking, podcasting, and videomaking. These digital technologies alter and extend our
communication abilities, often blending text, sound, and imagery.

Why is multicultural literacy important

- serves 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).

Why is multiculatural literacy important to kids especially in elementary level?

- At its best, multicultural children's literature helps children understand that despite our many
differences, all people share common feelings and aspirations. Those feelings can include love, sadness,
fear and the desire for fairness and justice.

Global Literacy - Global Literacy aims to address issues ofScreen Shot 2017-04-11 at 12.10.49 PM
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 (Guo, 2014).

- 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 does multicultural and globalization 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 (Guo, 2014).
- 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 (Guo, 2014).

Some of the Globalization Key Concepts are:

  Americanisation - Where American culture and values erodes traditional local cultures gradually
replacing them. A term associated with global pessimism, it isn’t usually regarded as something
positive!
 Communism - An economic system in which the means of production are owned in common
and wealth distributed according to need.
 Cultural Globalization - The movement of ideas, attitudes, meanings, values and cultural
products across national borders.
 Cultural Hybridity - The emergence of a new cultural form out of two or more existing ones,
leaving both forms changed without erasing the old.
 Economic Globalization - The global expansion of international capitalism, free markets and the
increase in international trade.
 Global Commodity Chains - Where networks of production, distribution and consumption of
goods and services becomes increasingly stretched across the globe. The making of the physical
products tends to be done in poorer countries, whereas the branding and marketing, tend to be
done in the richer countries.
 Global Risk Consciousness - where people in different countries are increasingly aware of and
affected by international threats such as terrorism, nuclear war and global warming.
 Globalization - The increasing interconnectedness and inter-dependency of the world’s nations
and their people into a single global, economic, political and global system.
 Imperialism - Where one dominant country takes over and controls another country or
countries.
 Neoliberism - A set of right wing economic policies which reduce the power of governments and
give more freedom to private enterprise – the three main neoliberal policies are deregulation,
privatisation and lowering taxation.
 Political Globalization - The process where the sovereignty of nation states is reduced due to
the increasing power of International Institutions, such as the United Nations.
 United Nations - An international organization formed in 1945 to increase political and
economic cooperation among member countries. The organization works on economic and
social development programs, improving human rights and reducing global conflicts

- Australian primary schools are more culturally diverse now than ever before. By including multicultural
literature in the school library fiction collection, teacher librarians ensure they provide their students
with texts that represent the culturally diverse classrooms and home environments in this country, and
those across the globe. With recent global events, it has become increasingly important that students do
not become ethnocentric. Exposure to a variety of multicultural literature can assist in breaking down
cultural barriers.
- As students of the 21st century are global participants, it is important that they possess cultural
sensitivity. Through extensive research, Norton (2009) has discovered that when students can relate
global events to the themes, conflicts and characterisations found in multicultural literature, it helps
them to better understand current world issues. Students therefore develop greater cognitive skills as
they learn to engage with and critically evaluate the texts that they read.
- 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.
Effects of Globalization and Multiculturism literacy are
Promotes Empathy and Unity - Multicultural literature 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).
Promotes cross-cultural friendship - Multicultural literature promotes the interaction of children across
differing ethnic backgrounds (Steiner et al., 2008). 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.
Helps students look critically at the world - 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).
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. Inclusion of multicultural
literature in library collections confirm that the beliefs and experiences of minority students are valued
(Steiner, 1998). When students see themselves reflected in the pages of literature, they are more likely
to engage with a text.

Aspects of Globalization
- Business, Technology, and Culture.

• Political Globalization – refers to the spread of political sphere of interests to the regions and
countries outside the neighborhood of political actors and the potential formation of a global citizen
movement.
• Information Globalization – refers to the increase in information flows between geographically
remote locations.
• Cultural Globalizations – refers to the growth of cross-cultural contacts
• Globalism – refers to the universal internationalist impulse that the world is connected.

What is Globalization – refers to the increasingly global relationship of culture, people, and economic
activity. It is also the homogenization of people’s tastes and demand patters around the world, due to
the increased access to international communication of information about products and services as well
as increased access to transportation of products and people across the borders.

Positive effects of Globalization are:

1. Increased competition in domestic industry.
2. Increased employment-create new jobs.
 3. Spread of technology: raise worker skills
4. Economies of scale
5. Spread of Culture

Negative effects of Globalization:

1. Outsource their manufacturing and white-collar jobs to developing economies.
2. Poor countries suffering from disadvantages (export-import)
3. It has lead to an increase in activities such as: child labour and hard working conditions.
4. Consumerism habits has increased junk foods, branded products.
5. Environmental Degradation.

Factors that affects Globalization :

International Trade: is the exchange of capital, goods, and services across international borders or
territories. In most countries, such as trade represents a significant share of gross domestic product
(GDP).
Foreing Direct Investment: is a major source of external finance which means that countries with
limited amounts of capital can receive finance beyond national borders from whealtier countries.

That acknowledgement can take the forms of recognition of contributions to the cultural life of the
political community as a whole, a demand for special protection under the law for certain cultural
groups, or autonomous rights of governance for certain cultures.

Global Literacy is an understanding of how the world is organized and interconnected. It 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. These students have
an understanding of and appreciation for the different cultures, customs, systems and relationships that
exist throughout the world. Globally liberate students are empowered to affect positive change in the
world.

Global literacy promotes and encourages:

1. Inquiry, reasoning and problem solving.

2. Collaboration
3. Communication and understanding of the world
4. Languages and cultures
5. An understanding of globalized systems and political realities
6. Responsible global citizenship
7. Respect for diversity
8. An understanding of the skills and technologies that are necessary for life in the 21 st century
9. The ability for students to become advocates for themselves and their coutry
References :
 Agosto, D. E. (2007). Building a multicultural school library: issues and challenges. Teacher
Librarian, 34(3), 27-31.
 Australian School Library Association [ASLA] & Australian Library and Information Association
[ALIA]. (2004). Library standards of professional excellence for teacher librarians.
http://www.asla.org.au/policy/standards.aspx.
 Dietrich, D., & Ralph, K. (1995). Crossing Borders: Multicultural Literature in the Classroom. The
Journal of Educatioal Issues of Language Minority Students, 15, 1-8.
 Evans, S. (2010). The Role of Multicultural Literature Interactive Read-Alouds on Student
Perspectives Toward Diversity. Journal of Research in Innovative Teaching, 3(1), 88-100.
 Hseu, M., & Hetzel, J. (2000). Bridging the Cultural Divide Through Multicultural Children’s
Literature. http://buddies.org/articles/Literature.html.
 Landt, S. M. (2006). Multicultural literature and young adolescents: A kaleidoscope of
opportunity. Journal of Adolescent & Adult Literacy, 49(8), 690-697.
 Monobe, G., & Son, E. H. (2014). Using Children’s Literature and Drama to Explore Children’s
Lives in the Context of Global Conflicts. The Social Studies, 105(2), 69-74.
 Norton, D. E. (2009). Multicultural children’s literature: through the eyes of many children (3rd
ed.). Boston: Allyn & Bacon/Pearson.
 Smith, E. (1995). Anchored in our literature: Students responding to African American Literature.
Language Arts, 72(8), 571-574.
 Steiner, S. F. (1998). Who Belongs Here? Portraying American identity in children’s picture
books. Multicultural Review, 7(2), 20-27.
 Steiner, S. F., Nash, C. P., & Chase, M. (2008). Multicultural Literature That Brings People
Together. Reading Teacher, 62(1), 88-92.