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29 views46 pages

Group2 Buildingenhancing

Uploaded by

rocaformerlindarose
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Building and enhancing

new literacies across


the curriculum
Globalization
and
multi-cultural literacy
4

CONTENT
💠Key concept
🔸Globalization
🔸Multi-culturalism
💠The Globalization Trend and Literacy: Issue and
Concern
💠Multi-culturalism and Literacy: Issue and Concern.
Diversity, Equality, and Social justices
💠Addressing Diversity Issue and Integrating Multi-
culturalism into the curriculum
5

Learning Objectives:
1. Define globalization and
multiculturalism.
2. Explain how globalization impacts
literacy.
3. Propose a strategy to address diversity
in a classroom.
6

1.KEY
CONCEPT
Globalization and Multi-culturalism
7

Globalization
8

Globalization is 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 (Levin
Institute, 2017)
9

Because our exposure to the concept of globalization


has largely been through an economic lens, it is
tempting to limit globalization as something that
concerns economists and businessmen. But
globalization and its effects go beyond import or
export and Foreign Direct Investments (FDI)
10

Globalization as a phenomenon is not new.


Nations and cultures have been interacting and
integrating with one another for millennia.
What is 11

Globalizatio
n ALL
ABOUT?
12

Multi-culturalism
13

Multi-culturalism- describes the manner which a given


society deals with cultural diversity both national and at
the community level.
Sociologically, multi-culturalism assumes that society
as a whole benefits from increased diversity through the
harmonious coexistence of different rules.
14

Multi-culturalism refers to the ways in which


societies choose to formulate and implement official
policies dealing with equitable treatment of different
culture.
Multi-culturalism typically develop according to
one of the two theories: the “melting pot” theory or
the “salad bowl” theory”
15

Multi-cultural theory
Melting Pot Theory Salad Bowl Theory
🔸Assumes that various immigrant 🔸it describes a heterogeneous
groups will tend to “melt together”, society in which people coexist but
abandoning their individual culture retain at least some unique
and eventually becoming fully characteristic of their traditional
assimilated into a predominant culture.
society 🔸Different culture are brought
🔸It is often illustrated by the together, but rather than coalescing
metaphor of foundry’s melting pots into a single homogeneous culture,
which elements iron and carbon retain their own distinct flavor.
melted together to create single,
stronger metal the steel.
16

Multiculturalism is part of a broader


political movement for greater inclusion of
marginalized group( Glazer 1997, Hollinger
1995 and Taylor 1992).
Globalization 17

Trend and
Literacy: Issue
and Concern
18

Globalization describe the interplay across


culture of macro-social force. These force include
religion, politics, and economics. Globalization
can erode and universalize the characteristics of a
local group.
19

Characteristic of Globalization
Educational Term Economic Term
🔸Provide an opportunity of a 🔸The increasing economic
lifetime interdependence of national
🔸Education freeing the world economies across the world
of education from limitation through a rapid increase in
cross-border movement of
🔸It prepare the person for the
goods, service, technology, and
world
capital.
20

Characteristic of Globalization
Political Term Cultural Term
🔸Politics can take place above the 🔸The transmission of
state through political integration ideas, meaning and values
schemes such as European Union, across the national
IMF, World Bank, and WTO borders.
🔸Political activities can also 🔸The spread of
transcend national border through commodities and
global movement and NGO’s ideologies.
21

Aspect of Globalization

Business Technology

Culture
22

🔸Industrial Globalization, Trans-Nationalization


-refers to the rise and expansion of multinational
and transnational enterprises.

🔸Financial Globalization
-refers to the emergence of world wide financial
market and better access to external financing for corporate,
national and sub-national borrowers.
23

🔸Political Globalization
-refers to the spread of political sphere of interest to
the regions and countries outside the neighborhood of
political actors and the potential formation of global
citizen movement.

🔸Information Globalization
-refers to the increase in information flows
between geographically remote location.
24

🔸Cultural Globalization
- refers to the growth of cross-cultural contacts.

🔸Globalism
- refers to the universal internationalist impulse
that the world is connected.

🔸Ecological Globalization
- account for the idea of considering planet Earth
as a single global planet entity.
25

🔸Geographical Globalization
- is the new organization and hierarchy of
the different region of the world that is
constantly changing.

🔸Technological Globalization
-the phenomenon by which million of
people are interconnected.
26

ISSUES AND
CONCERN OF
GLOBALIZATION
27

Issues and Concern


Socio-cultural Economic Political
🔸Massive 🔸Worldwide inequality 🔸Constraint on
migration 🔸Consistency and quality national/state policy
of educational experiences 🔸Economics coordination
🔸Managing remain patchy and exchange
difference 🔸Secondary education in 🔸Global Conflict
🔸Global developing countries 🔸Crime and Terrorism
changes remain quite weak
🔸Environmental Issues
in culture 🔸New technologies of
globalization
28

What is
global
literacy?
29

Global literacy aims to address issues of


globalization, racism, diversity and social
justices (Guo, 2014). It requires awareness and
action, consistent with broad understanding of
humanity, the planet, and the impact of human
decision on both.
30

Global literacy 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 the following
characteristic.
31

🔸Respect for human no matter their race, gender,


religion or political perspective.
🔸Respect for diversity and various perspective.
🔸Promoting sustainable living patterns of living,
consumption, and production.
🔸Appreciate the natural world and demonstrate
respectful toward the rights of living things.
32

GLOBAL
EDUCATION
33

Global Education
🔸Defined by UNESCO as a to become aware of educational
condition or lack of it.
🔸Is a curriculum that is international in scope which prepare
today’s youth around the world to function in one world under
the teacher who are intellectually, professionally, and
humanistically prepared.
🔸According to James Becker (1982) global education as an
effort to help individual learner to see the world as single and
global system and to see themselves as a participants of that
system.
34

The United Nation entered into an agreement to pursue six


(6) goals to achieve some standard of education.
1. Expend early childhood care education
2. Provide free and compulsory primary education for all.
3. Promote learning and life skills for young and adult.
4. Increase adult literacy by 50%.
5. Achieve gender parity by 2005 and gender equality be
2015.
6. Improve quality of education.
3.Multi-culturalism and
35

Literacy: Issue and


Concern.
Diversity, Equality, and
Social justices
36

What is
MULTICULTUR
AL LITERACY?
37

Multicultural Literacy consist of skill and


ability to identify the creator of knowledge and
their interest (Banks, 1996), to uncover the
assumption of knowledge, to view knowledge
from diverse ethnic and cultural perspective, and
to used knowledge to guided action that well
create humane and just world (Boutte, 2008).
38

Multicultural literacy bring attention to diversity,


equality, and social justice to foster cultural
awareness by addressing difficult issues like
discrimination and oppression towards other
ethnicities (Boutte, 2008)
39

Issues and concern


Diversity Equality Social-Justice
🔸Work place 🔸Unequal pay 🔸Climate justice
🔸Harassment 🔸Sexual 🔸Health care
🔸Age Harassment
🔸Refugees Crisis
🔸Disability 🔸Racism
🔸Racial justice
🔸National Origin 🔸Women promote
🔸Income gap
less often than men
🔸Pregnancy 🔸Hunger and food
🔸Fear of asking to
🔸Race/Color insecurity
be paid what you
🔸Religious worth. 🔸Voting rights
🔸Sex-base
40

According to Broutte (2008) education for


multicultural literacy show help students to
develop the 21st century skills and attitude that
are needed to become active citizen who will
work towards social justice within our
communities.
4.Addressing
Diversity Issue and
Integrating Multi-
culturalism into the
curriculum
42

Multicultural Education values student culture


and prepare students to their diverse world. As it
core it foster equality, justice and equity, and its
establishes the reality of philosophical ideal in
classroom environment.
43

Teacher, administrator, and school leader play


important role in ensuring the incorporation of
multicultural education by selecting and managing
policies, curricula, and teaching skills.
Four ways EDUCATOR CAN 44

IMPLEMENT Multicultural
education in the classroom
💠Be aware of biases
 Teacher may be open minded
 Cultivate safe and productive learning environment
 Challenge the status quo by inspiring student

💠Value Life Experiences


 every student has it own unique.
 Allow the student to share their experience with their classmate
45

💠Understand Student Learning Style


 Teacher can promote equitable learning by being
aware of their students’ various learning styles.

💠Assign Multicultural Project


 Teacher can emphasize the importance of different
cultural backgrounds represented in their classroom
through lesson and assignment.
46

Thank you!

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