Module 2: Globalization and Multicultural Literacy PDF

Module 2: Globalization and Multicultural Literacy ALFIE M. ENAJE, LPT Faculty of Science and Mathematics Area Southern Leyte State University- Tomas Oppus Campus San Isisdro, Tomas Oppus, Southern Leyte, Philippines Lesson 2: Multicultural Litera...

Module 2: Globalization and Multicultural Literacy ALFIE M. ENAJE, LPT Faculty of Science and Mathematics Area Southern Leyte State University- Tomas Oppus Campus San Isisdro, Tomas Oppus, Southern Leyte, Philippines Lesson 2: Multicultural Literacy ALFIE M. ENAJE, LPT Faculty of Science and Mathematics Area Southern Leyte State University- Tomas Oppus Campus San Isisdro, Tomas Oppus, Southern Leyte, Philippines Objectives At the end of the lesson, you should be able to develop a clear and practical understanding of 1. the concepts multiculturalism, multicultural literacy, and multicultural education; 2. the five dimensions of multicultural education; 3. issues and challenges of teaching multicultural literacy in the Philippine educational system 4. ways on how to promote of multiculturacy in the classroom, educational system, and for the self Activity Look at the picture at the left and think of any words that would best describe the picture. “UNITY IN DIVERSITY” “LEARNING TO LIVE TOGETHER” UNESCO’s Four Pillars of Learning introduced in the Delor’s Report: Learning: A Treasure from Within Learning to Live Together This refers to the relationships among people. It is bringing in together a community to work harmoniously, to live in peace and prosperity and to show respect and concern for others. It also refers to interpersonal skills that will enable people to live side by side with others at home, in school, in the community and the whole world.  It is necessary to devise a form of education that will make it possible to avoid conflicts or resolve them peacefully, stop racism, eliminate issues about diversity, etc by promoting learning to live together with others, developing a spirit of respect for the values of pluralism and the need for mutual understanding and peace. How can we help? Teachers should help the students to develop an understanding of other people and appreciation of interdependence since we live in a closely connected world. The Teacher should help students to realize the value of being able to live together in their gradually enlarging world, the world as a global village MULTICULTURALISM What is MULTICULTURALISM Refers to the coexistence of different cultures within a single society. It recognizes and values the diversity of cultures, languages, religions, and ethnicities. In a multicultural society, people from different backgrounds can live together peacefully and respectfully, while maintaining their own cultural identities. It is a product of Globalization which can take place in a nationwide scale or within a nation’s communities. Theories of Multiculturalism Melting Pot Theory Core idea: This theory suggests that immigrants assimilate into the dominant culture, much like how ingredients in a melting pot blend together to form a new, homogeneous mixture. Implications: In this model, immigrants are expected to abandon their cultural traditions and adopt the language, customs, and values of the host nation.  Salad Bowl Theory Core idea: This theory suggests that immigrants maintain their cultural identities while coexisting peacefully with other cultures, like how various vegetables in a salad retain their individual flavors and textures. Implications: In this model, diversity is celebrated, and immigrants are encouraged to preserve their cultural heritage while contributing to the overall richness of the society.  Do you think Multicultural Education should be a MELTING POT or a SALAD BOWL? MULTICULTURAL LITERACY What is Multicultural Literacy defined as the knowledge and skills necessary to ensure that any communication with any culture different from our own is clear, productive, and respectful such that their difference is celebrated and neither culture is demeaned or treated as inferior. What is Multicultural Literacy 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 perspective, and to use knowledge to guided action that will create a humane and just world (Boutte, 2008). Take Note Teachers! a “different culture” is not just limited to “someone from another country”, but also include someone whose gender, economic background, religious beliefs, sexual orientation, or even sense of fashion is different from our own.  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). Equality, Equity, and Social Justice  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.  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).  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). IMPORTANCE OF MULTICULTURAL LITERACY Examine Cultural and Social Biases Ethnocentrism Definition: The belief that one's own culture is superior to others. Implications: Ethnocentrism can lead to prejudice, discrimination, and conflicts between different cultural groups. Examine Cultural and Social Biases Xenocentrism Definition: The belief that foreign cultures are superior to one's own. Implications: Xenocentrism can lead to cultural appropriation, loss of cultural identity, and a negative view of one's own culture. Examine Cultural and Social Biases Cultural Relativism Definition: The understanding that different cultures have different values, beliefs, and practices, and that there is no one right way to live. Implications: Cultural relativism promotes tolerance, understanding, and respect for other cultures. It helps to avoid ethnocentric judgments and biases. Promote Diversity, Inclusivity, and Peace Acceptance not Tolerance Resolve conflicts Cure ignorance MULTICULTURAL EDUCATION WHAT IS MULTICULTURAL EDUCATION? Banks and Banks (1995) define multicultural education as a field os study and an emerging discipline whose major aim is to create equal educational opportunities from diverse racial, ethnic, social class, and cultural groups. WHAT IS MULTICULTURAL EDUCATION? The primary goal of multicultural educat ion is t o transform the school so male and female students, exceptional students, and students from diverse cultural, social class, racial, and ethnic groups experience an equal opportunity to learn Students are more likely to achieve when the total classroom climate is more consistent with their diverse cultures and learning styles. WHAT IS MULTICULTURAL EDUCATION? One of its important goals is to help all students to acquire knowledge, attitudes, and skills needed to function effectively in a pluralistic democratic society and to interact, negotiate, and communicate with people from diverse groups in order to create a civic and more moral community that works for the common good. DIMENSIONS OF MULTICULTURAL EDUCATION INTRODUCED BY JAMES BANKS 1. CONTENT INTEGRATION This involves incorporating diverse perspectives, experiences, and contributions from different cultural groups into the curriculum. It's about ensuring that all students see themselves reflected in the content they learn. HOW?  For Science Teachers - Ex. Indigenous knowledge: Explore traditional Filipino knowledge and practices related to science and technology. Global scientific discoveries: Discuss the contributions of scientists from different cultures to the advancement of science.  For Math Teachers - Ex; The curriculum could incorporate traditional units of measurement used by different Filipino ethnic groups. For example, students could learn about: Indigenous units of length: Such as the talampakan (foot), dangkal (span), and hakbang (step). Tr a d i t i o n a l w a y s o f m e a s u r i n g t i m e : U s i n g n a t u r a l phenomena like the rising and setting of the sun or the phases of the moon. Cultural significance of numbers: Explore the symbolism and meaning of certain numbers in different Filipino cultures. 2. KNOWLEDGE CONSTRUCTION PROCESS This dimension focuses on how students learn and understand knowledge. It emphasizes the importance of teaching students to critically analyze the ways in which knowledge is created and how cultural biases can influence it. Teaching students to be aware of the historical, social, and cultural factors that shape knowledge. “Students must be knowledge producers, not just merely consumers” 3. PREJUDICE REDUCTION This dimension aims to reduce prejudice and discrimination among students. It involves creating a classroom environment that promotes understanding, respect, and empathy for different cultural groups. 4. EQUITY PEDAGOGY This refers to teaching methods that are culturally responsive and equitable. It involves adapting teaching strategies to meet the needs of diverse learners and ensuring that all students have equal opportunities to succeed. 5. EMPOWERING SCHOOL CULTURE AND SOCIAL STRUCTURE This dimension emphasizes the importance of creating a school environment that is inclusive and supportive of all students. It involves transforming the school culture and social structure to ensure that all students feel valued and respected.  The skills and knowledge required for one to be multi- culturally literate are not mere language skills, since it is assumed that some medium of communication already exists between two cultures. R a t h e r, t r u e m u l t i c u l t u r a l l i t e r a c y c o n s i s t s o f perspectives, attitudes, and beliefs about other cultures that affect the manner in which we communicate and the motives behind our communication. How to become a Multicultural Teacher Learn about other cultures. Banks (1991a) posists that the first step to teaching multiculturalism is knowing about cultures that are not your own. It follows that if you, the teacher, know only your own culture, then you will be unable to teach your students to appreciate a culture that is different from your own.  Familiarize yourself with how discrimination and prejudice appear in your own culture. Boutte (2008) and Banks (1991b) agree that teachers must be able to identify and confront patterns of discrimination and prejudice in their own lives before they can teach their students to do the same.  As you are, so will you behave. Key to genuine multicultural literacy is core values—that is what you, the teacher, really believe about people who are different from you; not the kind of belief that you can just say you possess when talking to your class, but the kind that determines your behavior when you think no one is watching  Model more, tell more. Young students, by nature, will have difficulty in exercising empathy toward those who are different from them. The ability is there, but it will naturally lack practice. It is therefore not enough that teachers tell them to be more compassionate—you, the teacher, must model for them what empathy and compassion for others look like on a day-to-day basis.  Be willing to compromise - Any significant interaction with someone from a different culture is governed by the principle of "He/She wants something, and I want something." If both of you are willing to give the other what they want, well and good. But what happens when one or both are unwilling to give what the other wants? There must be a compromise: a reciprocal adjustment of demands and expectations to accommodate what the other party is willing to give.  Be Selfless - an attitude of selflessness—one that is less concerned with how I feel and more concerned with how I am making others feel. Conflict associated with the meeting of different cultures is the result of a “me first” attitude. To be understanding and respectful of different cultures, it's important to put others' feelings before your own. This is especially important when dealing with people from different backgrounds, as selfishness can often lead to misunderstandings and conflict.  MULTICULTURAL EDUCATION IN THE PHILIPPINE EDUCATIONAL SYSTEM MOTHER-TONGUE BASED MULTILINGUAL EDUCATION (MTB-MLE) It's a program in the Philippines that uses the student's native language as the primary medium of instruction in the early grades (Kindergarten to Grade 3). MTBMLE is education, formal or non – formal, in which the learner’s mother tongue and additional languages are used in the classroom. Learners begin their education in the language they understand best – their mother tongue – and develop a strong foundation in their mother language before adding additional languages. Checkpoint! MTB-MLE is a salient part of what law? INDIGENOUS PEOPLE EDUCATION (IPED) It aims to ensure that Indigenous Peoples (IPs) have access to quality education that is relevant to their cultural identity and needs. Key Objectives of IPED ü Preservation of Indigenous cultures ü Empowerment of Indigenous communities ü Integration of Indigenous knowledge into the curriculum ü Development of culturally appropriate teaching materials  ISSUES IN TEACHING AND LEARNING MULTICULTURAL LITERACY IN THE PHILIPPINES CONFLICTING REQUIREMENTS FOR PEACE The heart of multicultural literacy is peace among different cultures—that is, productive and non-violent interaction. It is easy to assume that all cultures value peace to the same degree and are therefore willing to make the same c o mp r o mi s e s i n o r d e r t o a t t a i n i t , b u t t h i s i s n o t necessarily true. Example: Israeli/Palistinian Conflict Both sides desire peace, but they do not desire it enough to be willing to compromise. In a very real sense, both sides would rather live in perpetual conflict with one another rather than give-up their claim to the land which each side believes is rightfully theirs. Nationalistic and Regionalistic Pushback The increasing demand for multicultural sensitivity, inclusion, and diversity in the recent years has also given rise to resistance from groups who believe that their identity is being "watered-down" by the needed compromises. Watered down implies that something has been diluted or made less potent. In the context of multiculturalism, it can suggest that certain cultural identities or traditions are being diluted or compromised in order to accommodate others. Nationalistic and Regionalistic Pushback Groups with strong nationalistic or regionalistic identities may hold onto traditional values and customs that they believe are essential to their identity. They may resist changes that they perceive as threatening to these values, leading to conflicts with those who advocate for greater multiculturalism. Nationalistic and Regionalistic Pushback Some groups may fear that promoting multiculturalism will lead to the marginalization of their own culture. They may believe that their language, traditions, or customs will be overlooked or undervalued in favor of other cultures.  Availability of Teaching Resources, Teachers, and Curriculum Preparation Teaching Resources Limited access to materials: In many parts of the Philippines, schools may have limited access to textbooks, supplementary materials, and digital resources that specifically address multicultural literacy. Language barriers: If teaching materials are not available in local languages or dialects, it can be difficult for students to fully engage with the content.  Teachers Lack of training: Many teachers may not have received adequate training in multicultural education or have limited experience in teaching diverse student populations. Cultural bias: Teachers may hold unconscious biases or stereotypes that can hinder their ability to effectively teach multicultural literacy.  Curriculum Preparation Lack of integration: Multicultural literacy may not be fully integrated into the overall curriculum, leading to a fragmented and incomplete learning experience. Insufficient emphasis: The curriculum may not place enough emphasis on multicultural perspectives, values, and experiences.