Multicultural and Global Literacy

• Consists of the skills and ability to identify the creators of knowledge and their interests, 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).

• 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).

• 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.

The OECD Global Competence Framework

• Schools play crucial role in helping young people to develop global competence. They can provide opportunities to critically examine global developments that are significant to both the world and to their lives. They can teach students to how critically, effectively and responsibly use digital information and social media platforms.
• Schools can encourage intercultural sensitivity and respect allowing students to engage in experiences that foster an appreciate for diverse people, languages and cultures ( Bennett, 1993 Sinicrops Norris and Watanabe, 2007).

The Need for Global Competence

The following are the reasons why global competence is necessary.

1. To live harmoniously in multicultural communities. Education for global competence can promote cultural awareness and purposeful interactions in increasingly diverse societies (Brubacker and Laitin, 1998; Kymlicka, 1995; Sen, 2007).

2. To thrive in a changing labor market. Education for global competence can boost employability through effective communication and appropriate behavior within diverse teams using technology in accessing and connecting to the world (British Council, 2013).

3. To use media platforms effectively and responsibly. Radical transformations in digital technologies have shaped young people’s outlook on the world, their interaction with others and their perception of themselves.

4. To support the sustainable development goals. Education for global competence can help form new generations who care about global issues and engage in social, political, economic and environmental discussions.

Dimensions of Global Competence: Implications to Education

• Education for global competence is founded on the ideas of student models of global education, such as intercultural education, global citizenship education and education for democratic citizenship (UNESCO, 2014a; Council of Europe, 2016a).
• Despite differences in focus and scope, these models share a common goal of promoting students’ understanding of the world and empower them to express their views and participate in the society.
• A global competence that will help policy makers and school to create learning resources and curricula that integrate global competence as a multifaceted cognitive, socio-emotional and civic serving goal (Boix Mansilla, 2016).

• Understanding is the ability to use knowledge to find meaning and connection between different pieces of information and perspectives.

The framework distinguishes four interrelated cognitive processes that globally competent students need to use to understand fully global or intercultural issues and situations (OECD, 2018).

1. The capacity to evaluate information, formulate arguments and explain complex situations and problems by using and connecting evidence, identifying biases and gaps in information and managing conflicting arguments

2. The capacity to analyze multiple perspectives and worldviews, positioning and connecting their own and others' perspectives on the world

3. The capacity to understand differences in communication, recognizing the importance of socially appropriate communication and adapting it to the demands of diverse cultural contexts

4: The capacity to evaluate actions and consequences by identifying and comparing different courses of action and weighing actions on the basis of consequences.

Integrating Global and Intercultural Issues in the Curriculum

(Klein, 2013; UNESCO, 2014)

• Global education translate abstraction into action, there is a need to integrate global issues and topics into existing subjects.

(Klein, 2013; UNESCO, 2014)

• Global education translate abstraction into action, there is a need to integrate global issues and topics into existing subjects.

Gaudelli (2006)

• Teachers must have ideas on global and intercultural issues that students may reflect They also need to collaboratively research topics an.d carefully describe the curriculum while giving students multiple opportunities to l those issues

(UNESCO, 2014)

• Curricula should promote the integration of knowledge of other people, places and perspective in the classroom throughout the year.

(Gay, 2015)

• "Tourist approach", or giving students a superficial glimpse life in different countries now and then. Textbooks and now and Textbooks and other instructional materials can also dist cultural and ethnic differences

(North-South Centre of the Council of Europe, 2012).

• Teachers and students should critically examine textbooks and other teach resources and supplement information when necessary.

(Suarez Orozco and Todorova, 2008).

• People learn better and become mu engaged when they get connected with the content and when they its relevance to their lives and their immediate environment.

Pedagogies for promoting global competence.

• student-centered pedagogies can help students develop critical thinking along global issues, respectful communication, conflict, management skills, perspective taking and adaptability.

Group-based cooperative project work

• can improve reasoning collaborative skills. It involves topic- or theme-based tasks suitable various levels and ages, in which goals and content are negation and learners can create their own learning materials that they preserve and evaluate together.

Class discussion

• is an interactive approach that encourage proactive listening and responding to ideas expressed by peers exchanging views in the classroom.

Service learning

• is another tool that can help students develop multiple global skills through real-world experience.

Story Circle Approach

• intends students to practice key cultural skills, including respect, cultural self-awareness and (Deardorff, n.d.). The students, in groups of 5-6, take turns 3-minute story from their own experience based on specific such as "Tell us about your first experience when you entered someone who was different from you in some ways."

Attitudes and values integration toward global competence

• Teaching time to a specific subject that deals with human issues and non-discrimination is an important initial step in values for global competence.

Values and attitudes

• are partly communicated through the formal and also through ways, in which teachers and students how discipline is encouraged and the types of opinions and that are validated in the classroom.

The PISA 2018 assessment of global competence contributes development, while considering challenges and limitations.

2 components:

1. A cognitive test exclusively focused on the construct of understanding

2. A set of questionnaire items collecting reported information on student awareness on global issues and skills (both cognitive and social) and attitudes as well as information from schools and teacher on activities the promotes global competence (OECD, 2018)

Curriculum for global competence: knowledge, skills, attitudes, and values

Schools can provide opportunities for students to explore complex global issues that they can encounter through media and their own experience.

The curriculum should focus on four knowledge domain:

1). Culture and intercultural relationships

2). Socioeconomic development and interdependence

3). Environmental sustainability

4). Global institutions, conflicts and human rights

Skills to understand the world and to take action

• Global competence builds on specific cognitive, communications and socio economic skills. Effective education for global competence gives students the opportunity to mobilize and use their knowledge, attitudes, skills and values together while sharing ideas on global issues in and outside of school or interacting with people from different cultural backgrounds.

Knowledge about world and cultures

• Global competence is supported by the knowledge of global issues that affect lives locally around the globe, as well as intercultural knowledge, or knowledge about similarities, differences and relationship among cultures.

• Perspective-taking refers to the cognitive and social skills of understanding how other people think and feel.
• Adaptability refers to the ability to adapt system thinking and behaviors to the prevailing cultural environment, or to situations and context that can present new demands or challenges.

Openness, Respect for diversity and global mindedness

• Openness toward people from other cultural backgrounds involves sensitivity towards curiosity about the willingness to engage with other people and other perspectives on the world, (Byram, 2008, council of Europe, 2016)
• Respect consist of a positive regard for someone based on judgment of intrinsic worth. It assumes the dignity of all human beings and their inalienable right to choose their own affiliations beliefs, opinions or practice (council of Europe, 2016)
• Global mindedness is defined as a worldview, in which one sees himself/herself connected to the community and feels as sense of responsibility for its members. (Hansen, 2010)

Valuing human dignity and diversity

• Valuing human dignity and valuing cultural diversity contribute to global competence because they constitute critical filters through which individuals’ process information about other cultures and decide how to engage with others and the world.

Clapham (2006) introduce the four aspect of valuing equality of core and dignity.

1. The prohibition of all types of inhuman treatment, humiliation or degradation by one person over another.

2. The assurance of the responsibility for individual choice and the conditions for each individual’s self-fulfillment, autonomy or self-realizations.

3. The recognition that protection of group identity and culture may be essential for that of personal dignity.

4. The creation of necessary conditions to have the essential needs satisfied

Dimension 1: Examine issues of local, global and cultural significance

• This dimensions refers to global competent people’s practices of effectively utilizing knowledge about the world and critical reasoning in their own opinion about a global issue. People, who acquire a mature level of development in this dimensions, higher on thinking skills, such as selecting and weighing appropriate evidence to support arguments about global developments.

Dimension 2: Understand and appreciate the perspectives and world views of others

• This dimensions highlights that globally competent of willing and capable of considering other people’s perspectives and behaviors from multiple viewpoints to examine their own assumption. This is turn, implies a profound respect for and interest in others their concept of reality and emotions.

Dimension 3: Engage in open, appropriate and effective interactions across cultures

• This dimensions describes what globally competent individual can do when they interact with people from different cultures. They understand the culture norms, interactive styles and degrees in formality of intercultural contexts, and they can flexibly adapt the behavior and communication manner through respectful dialog with marginalized group.

Dimension 4: Take action for collective well-being and sustainable development

• This dimensions focuses on young people’s role as active and responsible members of society and refers to individual readiness to respond to a given local, global or intellectual issue or situation. It recognizes that young people have multiple realms of influence ranging from personal and local to digital and global.