CHAPTER 2: GLOBALIZATION, CULTURAL, AND

MULTICULTURAL LITERACIES
RECHELYN G. SALEM-MAGBANUA, MAED-MATH

Course Instructor

LEARNING OUTCOMES:

At the end of this chapter, you should have been developed a clear and practical understanding of the
following:

1. Globalization and its implications on both the national and individual level;

2. Cultural and multicultural literacy in the Philippines; and

3. One‘s personal level of cultural and multicultural literacy

WHAT IS GLOBALIZATION?
Globalization is a process of interaction and integration among the people,
companies, and governments of different nations, a process driven by international
trade and investment and aided by information technology. This process has effects
on the environment, on culture, on political systems, on economic development
and prosperity, and on human physical well-being in societies around the world.

According to Levin Institute, 2017

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.

EFFECTS OF GLOBALIZATION
The effects of globalization are multidimensional. They range from economic to
cultural, on both national and individual levels.

Meyer (2000) summarizes the effects of globalization as follows:

Economic, political, and military dependence and interdependence;
Expanded flow of individual people among societies; Interdependence of
expressive culture among nations;and
Expanded flow of instrumental culture around the world.

ECONOMIC DEPENDENCE/ INTERDEPENDENCE

By attracting Foreign Direct Investment (FDI), new technologies,
employment opportunities, and money have come into the country. This
does not mean however, that there have been no negative effects of
globalization.
Kentor (2001) notes that foreign capital dependence increases income
inequality in four ways: (1) It creates a small, highly paid class of elites to
manage these investments, who create many but usually low-pay jobs;(2)
Profits from these investments are repatriated, rather than invested in the
host country, therefore inhibiting domestic capital formation; (3) Foreign
capital penetration tends to concentrate land ownership among the very rich,
and (4) Host countries tend to create political and economic climates
favorable to foreign capital that in turn limit domistic labor‘s ability to
obtain better wages.

POLITICAL AND MILITARY DEPENDENCE/

INTERDEPENDENCE
The point is that where there are some forms of economic dependence/
interdependence, political dependence/ interdependence is not far behind, as
the participating nations strive to protect their investments and interests in
one another.

EXPANDED FLOW OF EXPRESSIVE AND INSTRUMENTAL

CULTURE

Expressive culture, as the term suggests, deals with how a particular culture
expresses itself in its language, music, arts, and the like. Globalization
encourages the monetization of these cultural artifacts and their import/
export among the participating cultures; the increased consumption of which
chanages the consuming culture.
Instrumental culture, on the other hand, refers to ―common models of
social order‖ (Meyer, 2000). A simple example of this is the Philippine
Educational System: Closely patterned after the American Educational
System.

EXPANDED FLOW OF PEOPLE AMONG SOCIETIES

Meyer (2000) observes three reasons for this: socio-economic migration,
political expulsion, and travel/ tourism.

WHAT IS GLOBAL LITERACY ?

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
literate students are empowered to affect positive change in the world.
Global literacy aims to address issues of 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.
GLOBAL LITERACY PROMOTES AND ENCOURAGES:
1. Inquiry, Reasoning and Problem Solving
2. Collaboration
3. Communication and an 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 21st century 9. The ability for students to become advocates
for themselves and their City/State/Country
 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.
 Culture refers to the attitudes, values, customs, and behaviour patterns that
characterize a social group.

Culture is defined as the set of learned behaviours, beliefs, attitudes, values,

and ideals that are characteristics of a particular society or population
(Ember, 1999).
Characteristic of Culture
1. Culture is learned
The first essential characteristic of culture is that it is learned.

2. Culture is shared
By a group of people For a thought or action to be considered, it must be
commonly shared by some population or group of individuals.

3. Culture is cumulative
Knowledge is stored and passed on from one generation to the next, and
new knowledge is being added to what is existing. Each culture has worked
out solutions to the basic problems of life, which it then passes on to its
children.

4. Cultures change
All cultural knowledge does not perpetually accumulate. At the same time
that new cultural traits are added, some old ones are lost because they are no
longer useful.

5. Culture is dynamic
A character of culture that stems from its cumulative quality. No culture is
ever in a permanent state. It is constantly changing because new ideas and
new techniques are added and old ways are constantly modified and
discarded.

6. Culture is ideational
 Culture is an ideal pattern of behaviour which the members are expected to
follow. Man assigns meanings to his environment and experiences by symbolizing
them.

7. Culture is diverse

The sum total of human culture consists of a great many separate cultures, each
of them different. Culture as a whole, is a system with many mutually
interdependent parts.

8. Culture gives us a range of permissible behaviour patterns

Every culture allows a range of ways in which men can be men and women can
be women. Culture also tells us how different activities should be conducted, such
as how one should act as a husband, wife, parent, child, etc.

Behavioural Component (how we act)

1. Norms – are rules and expectations by which society guides the behaviour of its
member.

Types of Norms:

a. Mores – are customary behaviour patterns or folkways which have taken a

moralistic value. This includes respect for authority, marriage and sex behaviour
patterns, religious rituals, and other basic codes of human behaviour.

b. Laws – are formalized norms, enacted by people who are vested with
government power and enforced by political and legal authorities designated by the
government (Panopio).

c. Folkways – are behaviour patterns of society which are organized and repetitive.

d. Rituals – are highly scripted ceremonies or strips of interaction that follow a

specific sequence of actions.

Examples of Rituals: -

Ceremonies: graduation, baptism, funerals, weddings, birthdays. –

Holidays: Thanksgiving, Christmas

Everyday public rituals: handshake, ‗Hi, how are you?‖ greeting, kissing,
answering the telephone with ―Hello,‖ walking on the right side of the sidewalk,
birthday and cards.

Bonding rituals: exchanging business cards, holding hands, parties, gift giving.

Signal rituals: choosing the menu in the restaurant when you want to order, eye
contact, holding the door.

Material Component refer to the physical objects of culture such as machines,
equipment, tools, books, clothing, etc.

Culture is transmitted to:

1. Enculturation – It is the process of learning culture of one‘s own group.
Examples. Learning the folkways, mores, social traditions, values and beliefs of
one‘s own group.

2. Acculturation – It is the process of learning some new traits from another

culture.

3. Assimilation – It is the term used for a process in which an individual entirely

loses any awareness of his/ her previous group identity and takes on the culture and
attitudes of another group.

Prejudice-is the negative feeling or attitudes towards a person or a group even if it

is lacks basis.

Stereotype- refers to the negative opinion about a person or group even if it lacks
of basis.

Discrimination -Social group that may be manifested refers to negative actions

towards members of A specific in avoidance, aversion or even violence.

TYPES OF PREJUDICE
1. RACISM

2. SEXISM

3. HETEROSEXISM
4. CLASSISM

5. LINGUICISM

6. AGEISM

7. LOOKSISM

8. RELIGIOUS INTOLERANCE

What is Cultural Literacy?

Cultural literacy is the ability to understand and appreciate the similarities and
differences in the customs, values, and beliefs of one‘s own culture and the culture
of others (North central regional educational laboratory, 2000). Cultural literacy is
a term coined by Hirsch (1983), referring to the ability to understand and
participate fluently in a given culture and being able to participate in its activities
and customs as opposed to simply being a passive (and outside) observer. Cultural
literacy is an analogy to literacy proper (the ability to read and write letters).

WHAT IS CULTURAL LITERACY?

Cultural Literacy is the knowledge and understanding of the life of a culture to
the point where one can fluently participate in the activities of the said culture.
This includes, but is not limited to, its languages, traditions, values, beliefs, forms
of entertainment, and worldviews.

It refers to the ability to understand the signs and symbols of a given

culture and being able to participate in its activities and customs as
opposed to simply being a passive (and outside observer. The signs and
symbols of a culture include both its formal and informal languages, its
idioms and forms of expression, entertainment, values, customs, roles
tradition, and the like—most of which are assumed and unstated. Thus
they are learned by being part of the culture, rather than by any formal
means.
 CULTURAL LITERACY IN THE PHILIPPINES:
As a result of Republic Act 10066 (2010), PCEP has been designated as the body,
together with the Department of Education (DepEd), tasked to ―formulate the
cultural heritage education programs on both local and overseas Filipinos‖ that are
to be an integral part of Philippine education in all its aspects.

CHALLENGES FOR CULTURAL LITERACY IN THE

PHILIPPINES: (APPLEBEE, 1987)
1. What kind of knowledge constitute cultural literacy? Is it knowing facts, names
and dates, or is it something more experiential like being familiar with a story or a
particular song?

2. If culture is more ―caught than taught‖ should cultural literacy be one of the
goals of education? If yes, how does one teach it?

3. Whose cultures must be literate in to be considered ―culturally literate‖? Who

decides what cultures are included and which ones are excluded, and on what
bases?

4. Is cultural literacy education simply a means for the dominant culture to express
its dominance over minority cultures?

5. How is cultural literacy to be assessed and evaluated? How can we know

someone is ―culturally literate‖? As of the writing of this book, no definitive
answers to these questions exist in the literature.

Why is cultural literacy important?

Cultural literacy is important both to individuals and to the society they live in. As
an individual, your cultural literacy will help you to successfully interact with
people from diverse backgrounds. It helps you to develop a critical cultural
perspective, especially if you are part of the dominant culture: instead of taking
your own cultural beliefs and practices for granted and seeing them as normal, you
can see them in the context of many cultures and evaluate their strengths and
limitations (Flavell, Thackrah & Hoffman, 2013). Cultural literacy also helps you
develop associated skills, such as communication and self-reflection.
Cultural literacy contributes positively to the society in which you live. It reduces
prejudice and inequality based on culture, increases the value placed on diversity,
and increases participation in the social practices of that society, including access
to institutions and services (Anning, 2010). Developing cultural literacy is crucial
in the modern classroom, in that the increasing diversity of the student population
necessitates understanding and appreciation of others' experiences, backgrounds
and cultures.

Cultural literacy helps students interact and collaborate effectively, both of which
will be necessary skills in their lives after graduation. According to educational
theories such as Vygotsky's Social Development Theory, learning occurs in the
social context of community. As such, a deeper understanding of diversity in one's
community should improve learning. This means that cultural diversity is our
greatest educational resource.

HOW DOES ONE BECOME MORE CULTURALLY LITERATE?

Cultural literacy is about reading... In its widest sense. By reading more, by

reading about different subjects... When reading becomes a pleasure rather than a
chore, one becomes more culturally literate... Naturally. It's a simple fact that the
more one reads, the more one can understand what is read, the more enjoyable
reading becomes and... The more culturally literate one becomes.

What is Multicultural Literacy?

Multicultural literacy is: awareness that culture impacts behavior and beliefs.
Awareness and appreciation of different beliefs, appearances and lifestyles.
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).

Multicultural literacy 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. Multicultural literacy is
the knowledge and skills necessary to ensure that any communication with a
culture different from our own is clear, productive, and respectful such that their
differences are celebrated and neither culture is demeaned or treated as inferior.

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). 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 Globalization and Multicultural Literacy

Is knowledge of cultures and languages. We live in multicultural societies, teach in
multicultural settings, and our students interact with those who come from a
different place. Awareness of and sensitivity to culturally determined norms
promote understanding. In fact, when students embrace the principle that
difference does not equal deficiency, they gain an appreciation for the wealth of
diversity that surrounds us.

How are Multicultural and Global 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.
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).

HOW TO BE A MULTICULTURAL LITERATE PERSON?

1. Be Selfless

2. Know that good and useful things can (and do) come from those different
from us

3. Be willing to compromise

4. Accept that there are limits

MULTICULTURAL LITERACY IN THE PHILIPPINES

Issues:

Conflicting Requirements for Peace

Nationalistic and Regionalistic Pushback

The Persistence of the Problem

The Question of Value

TEACHERS SHOULD BE MORE MULTICULTURAL IN THEIR

PEDAGOGIES
Learn about other cultures

Familiarize yourself with how discrimination and prejudice appear in your

own culture

As you are, so will you behave

Model more, tell more