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EDUC 95
Prepared by:
Jyrish Canindo
Allysa Argales
Marinel Tribo
Maria Karen Bihasa
Intended Learning Outcomes
1. Exhibit understanding of the concepts of new literacies.
2. Express appreciation of the diverse literacies of the 21st century
3. Conduct field-based explorations on each literacy
Ability to read and write (listen, speak, spell) an understanding reflected by mainstream dictionary and handbook definitions in a way that we can communicate effectively and make sense in the world.
the ability to use language, numbers, images and other means to understand and use the dominant symbol systems of a culture.
New literacies” that arise from new technologies include things like text-messaging, blogging, social networking, podcasting, and videomaking.
Media literacy is the ability to access, analyze, evaluate, and create media.
Cultural literacy is an analogy to literacy proper (the ability to read and write letters). The culturally literate person is able to talk to and understand others of that culture with fluency, while the culturally illiterate person fails to understand culturally-conditioned allusions, references to past events, idiomatic expressions, jokes, names, places, etc.
Financial literacy is the ability to understand how money works in the world: how someone manages to earn or make it, how that person manages it, how he/she invests it (turn it into more) and how that person donates it to help others.
Scientific literacy is the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity.
Information literacy is a set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information."
Critical literacy is an instructional approach, stemming from Marxist critical pedagogy, that advocates the adoption of "critical" perspectives toward text. Critical literacy encourages readers to actively analyze texts and offers strategies for what proponents describe as uncovering underlying messages.
Digital literacy is the knowledge, skills, and behaviors used in a broad range of digital devices such as smart phones, tablets, laptops and desktop PCs, all of which are seen as network rather than computing devices
Fundamentally, it is close integration of the countries and peoples of the world which has been brought about by the enormous reduction of costs of transportation and communication and the breaking down of artificial barriers to the flows of goods, services, capital, knowledge, and (to a lesser extent) people across boarders (Stiglitz 2003).
The term conveys a sense that international forces are driving more and more developments in the world and thus, crystallizes both the hopes of some people that we finally achieve a global society and the fears of many others that their lives and jobs are threatened by forces beyond their control.
As a theory, globalization seeks to explain the integration of economies and societies around the world as they are knit together by travel, language, values and ideas, trade, labor and financial flows, communication, and technology.
It also addresses the political interconnectedness of nations via global governance arrangements and expanding cultural exchange internet, mass media, travel, etc. As a process, globalization affects all countries, some more favorably than the others in terms of economic growth, national sovereignty, and cultural identity.(Wood, 2008)
One could think that globalization is only a matter of industry and business, and that education as a moral process is not part of this development. However, if we understand education as a part of the information business, education systems can be seen as the core of the globalization process.
Rinne (2000) emphasizes that educational policy has become an ever more important part of economic, trade, labor, and social policy in western countries. One concrete global development is the development of mega-universities, university networks and virtual universities that can offer competitive training programs for students recruited from all over the world.
Globalization of higher education is becoming increasingly realized in the present times as credentials and proof of competency are being based more on global standards. More and more countries embrace globalization as a movement and prompted them to get organized to facilitate the flow of economic, political, as well as socio-cultural activities among them.
In order to thrive in this globalized world, an education for globalization should nurture the higher-order cognitive and interpersonal skills required for problem-solving, articulating arguments and deploying verifiable facts or artifacts. These skills should be required of children and youth who will as adults, fully engage the larger world and master its greatest challenges, transforming it for the betterment of humanity regardless of national origin or cultural upbringing.
Globalization has become a widespread idea in national and international dialogue in recent years. But what do we mean when we invoke each of these terms, and is there really a meaningful distinction between the two.
Globalization's shifting and controversial parameters make it difficult to describe it as clearly as a dominant force, both positively and negatively, shaping the environment in which we live. Motivated by economic forces and driven by digital technologies and communications, globalization links individuals and institutions across the world with unprecedented interconnection. In doing so, it, in some ways, democratizes and intensifies interdependence and in other ways creates new forms of local reaction and self-definition. While it may spread certain freedoms, higher living standards, and a sense of international relatedness, it also threatens the world with a "universal" economy and culture rooted in North American and Western ideals and interests.
Despite the ambiguities in definition and significance, and the anxieties and backlashes it generates, globalization will remain a dominant paradigm for the foreseeable future.
Global education, as distinct from globalization, does what higher education has traditionally aimed to do: extend students' awareness of the world in which they live by opening them to the diverse heritage of human thoughts and action, and creativity, Global education places particular emphasis on the changes in communication and relationships among people throughout the world, highlighting such issues as human conflict, economic systems, human rights and social justice, human commonality and diversity, literatures and cultures, and the impact of the technological revolution.
In seeking to understand and theorize the nature of globalization and its effects on education, it is argued that has both potentially negative as well as potentially positive effects.
It is also argued that the restructuring of the state under the impact of neo-liberalism, which has been the underpinning ideology of economic globalization, has had a real effect upon the structures of education, as well as upon educational policies in the form of new managerialism and human
capital theory.
Furthermore, the cultural and social effects affect the experiences which young people now bring with them to education. Educational policy in the communities now work beyond, as well as, in and around the nation, precipitating some global policy convergence. This convergence, however, is always annuanced by the play of the specifically local with these pressures, resulting in educational policy complexity and contingency
1. Peace and non violence
2. Social Justice and Human Rights
3. Economic well-being and equity
4.Cultural Integrity
5. Ecological Balance
6. Democratic Participation
- Self-worth and Self-Affirmation
Affirmation
-cultural and racial differences, critical thinking, effective communication skills, non-violent conflict resolution and mediation, imagination and effective organizing.
1. The needed reforms within the educational system like content, equity and excellence etc., and
2. The fall out globalization enters determining strategies relating to the implementing internationalization of education, finance-related issues and privatization of secondary and higher education.
1.) Curriculum Up-gradation -pressure to cope with technology
2.) Productivity Orientation - producing higher quality manpower
1.) Internationalization of education - it will provide global opportunities and promote goodwill and will encourage exchange of scholars
2.) Finance-related issues - it is necessary to augment government funding
3.) Privatization of secondary and higher education - any thoughtless entry into the global educational market can end up in harming the interests of students for generation to come.
It is phenomenon of multiple groups of cultures existing within one society largely due to the arrival of immigrant of this phenomenon.
1. Demographic Descriptive - existence of liguistically, culturally and ethnically diverse segments in the population of a society on a state.
2. Ideological Normative - level of debate, constitute to slogan and basis for political action
3. Programmatic Political - specific policies developed to respond and manage ethnic diversity.
1. Content integration
It deals with the extent to which teachers use examples and content from a variety of cultures and groups to illustrates key concepts, generalizations and issues within their subject area or discipline.
Teachers help students to understand, investigate, and determine how the biases, frames of reference, and perspective within a discipline influence the ways in which knowledge is constructed within it.
It describes lessons and activities used by teachers to help students to develop positive attitudes toward different racial, ethnic, and cultural groups.
It exist when teachers modify their teaching in ways that will facilitate the academic achievement of students from racial, cultural, and social class groups.
This dimension is created when culture and organization of the school are transformed in many ways that enable students from diverse racial, ethnic, and gender groups to experience equality and equal status.
Subculture refers to cultural patterns that set apart some segment of society’s population. It can be based on age, ethnicity, residence, sexual preference, occupation, and many other factors.
When we use the term subculture sociologically, we are referring to a group of people whose behavior has features that set it apart from the wider (dominant) culture of the society in which it develops.
Reactive
Independent
Reactive the members of a particular sub-cultural group develop norms and values that are both a response to and opposition against the prevailing norms and values that exist in a predominantly middle-class or conventional culture.
Independent when members of the group hold a set of norms and beliefs that are “self contained” and specific to the group.
1. In terms of a general sense of culture.
What it means to people, for example, to be English, French, American, etc.
2. In terms of a specific sense of subcultures
that is, the various groups we belong to involve particular sets of norms that apply only when we participate in these groups.
Exist when a subculture adopts values and beliefs that are predominantly in opposition to those of larger society.
Cultural Differences imply the transmission of ideas from generation to generation by significant members of the older generation (parents, teachers, religious, leaders, etc.)
Inclusive content in the curriculum that reflects the diversity of society.
Students’ prior knowledge, including their culture and language.
The idea that culture is central to student learning because there is a strong evidence that cultural practices thinking process.
Communication of high expectations
Active teaching methods that promote student engagement
Teacher as facilitator
Positive perspectives on parents and families of culturally and linguistically diverse students
Cultural sensitivity
Reshaping the curriculum so that is culturally responsive to the background of the students.
Culturally mediated instruction that is characterized by the use of culturally mediated cognition, culturally appropriate social situations for learning, and culturally valued knowledge in curriculum content
Small group instruction academically-related discourse
1. By recognizing and accepting student diversity, it communicates that all students are welcome and valued as human beings.
2. By building an students’ cultural backgrounds, culturally responsive teaching communicates positive images about the students’ home cultures
3. By being responsive to different students learning styles, culturally responsive teaching builds on students’ strength and uses these to help students learn.