Republic of the Philippines

CEBU TECHNOLOGICAL UNIVERSITY

DAANBANTAYAN CAMPUS
Agujo, Daanbantayan, Cebu, Philippines
Website: http://www.ctu.edu.ph E-mail: [email protected]
Phone: +6332 437 8526 loc. 102
COLLEGE OF EDUCATION

Name: Deborah Lourdes Aragon Instructor: Prof. Jenny Ungui

Debbie Jane Bacunador Program & Year: BTLED-HE 3A
Maria Leizel Espina Course:
Jannah Bianca Garbo Date: Sept. 10, 2024

Semi-Detailed Lesson Plan in

I. OBJECTIVES

At the end of the lesson, 90% of the students are expected to:

 define globalization, identify key features, and they will differentiate between cultural
literacy and multicultural literacy,
 demonstrate appreciation for cultural diversity, respect for different perspectives, and a
willingness to learn about other cultures and;
develop effective communication with diverse backgrounds, adapt communication
styles, and participate in activities promoting intercultural understanding.

ll. SUBJECT MATTER

Topic: Chapter 2: Globalization and Cultural and Multicultural Literacies

Reference:

III. PROCEDURE

A. Preliminary Activities
 Prayer
 Greetings/ Checking the Attendance
 Review

B. Lesson Proper
Motivational Activity
CULTURAL CHARADES
The students will divide into teams, and each team will write down different cultural
practices, traditions, or customs on a separate paper. Students are encouraged to choose
things that are unique and interesting. Each member will take turns acting out a cultural
practice without speaking, while the other team will try to guess what it is. The first team to
score a point wins.

C. Discussion

GLOBALIZATION
Globalization refers to the growing interaction and integration among people,
businesses, governments, and cultures across the world, primarily driven by trade, investment,
and technological advancements. This process affects individuals and societies on various
levels, influencing their cultural perceptions and interactions. In the Philippines, understanding
 Republic of the Philippines
CEBU TECHNOLOGICAL UNIVERSITY
DAANBANTAYAN CAMPUS
Agujo, Daanbantayan, Cebu, Philippines
Website: http://www.ctu.edu.ph E-mail: [email protected]
Phone: +6332 437 8526 loc. 102
COLLEGE OF EDUCATION
globalization involves recognizing the importance of cultural and multicultural literacy, which
refers to one's ability to navigate and appreciate diverse cultures.

Effects of Globalization
The effects of globalization are multi-dimensional. As shown earlier, 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 between nations; 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
In the early 90s, globalization was initially seen as a negative economic phenomenon,
with foreign-owned businesses choking out local industries. However, it has brought economic
development to the Philippines by attracting FDI and introducing new technologies,
employment opportunities, and money.
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 domestic labor's ability to obtain better wages. In simple words, "the rich
become richer, and the poor become poorer."
Hout (1980) observes that international dependence (another word for globalization)
tends to suppress adult wages, which in turn perpetuates the role of children as economic
necessities (the familiar saying "Kapag maraming anak, maraming katulong sa hanapbuhay"),
leading to explosive population growth.
Rapid population growth creates a resource-rich sub-sector, exacerbated by economic
inequalities, leading to political instability and income redistribution policies that discourage
investment, slowing economic growth.

Political and Military Dependence/Interdependence

A 2018 survey revealed that three in five Filipinos believe the US would intervene in
their wartime situation, indicating a strong dependence on the US's political and military power
to maintain sovereignty in the South Asian region. This interdependence is evident in countries
like Russia and communist nations.
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 refers to a culture's expression in language, music, and arts.
Globalization encourages the monetization of cultural artifacts, changing the consuming
culture. For example, KPOP music and culture, once niche, is now ubiquitous in Philippine
society.
 Republic of the Philippines
CEBU TECHNOLOGICAL UNIVERSITY
DAANBANTAYAN CAMPUS
Agujo, Daanbantayan, Cebu, Philippines
Website: http://www.ctu.edu.ph E-mail: [email protected]
Instrumental culture, on thePhone:
other+6332 437 8526 loc. 102
hand, refers to "common models of social order"
COLLEGE OF EDUCATION
(Meyer, 2000)-that is, models or ways of thinking about and enacting national identity, nation-

state policies both domestic and foreign, socio-economic development, human rights,
education, and social progress. The Philippine educational system, closely patterned after the
American system, follows trends from America and select European countries, but the
problems and difficulties in American education eventually manifest in Philippine education.

Expanded Flow of People among Societies

The Philippine Statistic Authority (PSA) estimates that there were 2.3 million Overseas
Filipino Workers (OFWs) from April to September 2017, who were responsible for up to 205.2
billion pesos in remittances (Philippine Statistics Authority 2018).
Meyer (2000) observes three reasons for this, socio-economic migration, political
expulsion, and travel/tourism.

CULTURAL LITERACY
Cultural Literacy is a term coined by Hirsch (1983), referring 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.
Cultural literacy is culture-specific, but it is not limited to national cultures, contrary to
what many people assume. The culture of one workplace can be very different from another,
just as the culture of a particular school can differ widely from another school nearby.

Cultural Literacy in the Philippines

Philippine Cultural Education Program envisions a nation of culturally literate and
empowered Filipinos together with the Department of Education (DepEd) to formulate cultural
heritage education programs for both local and overseas Filipinos. This would be an integral
part of Philippine education in all aspects.
De Leon (2011) coins this propensity for Filipinos to look at their culture and themselves
through Western lenses as the Dona Victorina Syndrome.

Challenges for Cultural Literacy in the Philippines

As Applebee (1987) observes, interesting discussions on cultural literacy give rise to
some very difficult questions that are particularly important to a multicultural and multilingual
nation like the Philippines.
• What kinds 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?
• If culture is more "caught than taught," should cultural literacy be one of the goals of
education? If yes, how does one teach it?
• Whose cultures must we be literate in to be considered "culturally literate"? Who
decides which cultures are included and which ones are excluded and on what basis?
• Is cultural literacy education simply a means for the dominant culture to express its
dominance over minority cultures?
• How is cultural literacy to be assessed and evaluated? How can we know someone is
"culturally literate?"

MULTICULTURAL LITERACY
 Republic of the Philippines
CEBU TECHNOLOGICAL UNIVERSITY
DAANBANTAYAN CAMPUS
Agujo, Daanbantayan, Cebu, Philippines
Website: http://www.ctu.edu.ph E-mail: [email protected]
A set of skills and knowledgePhone: +6332 437 8526 loc. 102
is difficult to define because of how it changes depending
COLLEGE
on the context in which it is discussed. OF EDUCATION

In America, multicultural literacy has very strong leanings toward knowing or identifying
the poly-ethnic origins of knowledge with the express goal of fostering equality, diversity, and
social justice.
In Europe, multicultural literacy comes more in the form of intercultural communication
competence (ICC), which is defined by Dusi, Messetti, and Steinbach (2014) as a composite of
skills, abilities, attitudes, personality patterns, etc, necessary for clear and productive
communication with cultures other than our own.
We define multicultural literacy here as the knowledge and skills necessary to ensure
that any communication with a culture different from our own is clear productive and respectful
such as their differences are celebrated and neither culture is demeaned or treated as inferior.

Examples of a manner of being multicultural literate:

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

Issues in Teaching and Learning Multicultural Literacy in the Philippines

1. Conflicting Requirements for Peace

When all is said and done, 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 compromises to
attain it, but this is not necessarily true.
Take for example the Israeli/Palestinian conflict, which is a conflict over territory: Both
sides desire peace, but they do not desire it enough to be willing to compromise.
On a more personal, immediate front. A teacher conducted in her class where she
asked her students to write down how they defined "peace." One student revealingly wrote:
"Peace is when I get what I want."

2. Nationalistic and Regionalistic Pushback

The increasing demand for multicultural sensitivity, inclusion, and diversity in recent
years has also given rise to resistance from groups who believe that their identity is being
"watered-down" by the needed compromises.
Officials from the Komisyon ng Wikang Filipino (KWF) proposed "Ortograpiya ti
Pagsasao nga Ilokano" in October 2018. They criticized the proposal for not aligning with the
existing Ilokano orthography used by writers and experts claimed that it was based on Tagalog
rather than Ilokano (Dumlao, 2018).
In a recent online debate, a person expressed their belief that regional pride is outdated,
emphasizing the importance of national unity. However, the Ilokanos prioritize preserving their
language's orthography over national unity, highlighting the significance of their cultural
identity.
The issues become more complicated when they involve economics, social justice, and
religion.
 Republic of the Philippines
CEBU TECHNOLOGICAL UNIVERSITY
DAANBANTAYAN CAMPUS
Agujo, Daanbantayan, Cebu, Philippines
Website: http://www.ctu.edu.ph E-mail: [email protected]
Phone: +6332 437 8526 loc. 102
1. How should we handle situations where accommodating another culture's practices
COLLEGE
leads to fewer economic opportunities OFforEDUCATION
our own culture?
2. What about when we have to choose between gender equality and preserving a long-
standing institution like the Boy Scouts of the Philippines?

3. And what if, for the sake of peace, one culture has to compromise its religious values?
We might believe that peace is important, but what if the other culture disagrees?
We need to recognize that these questions are easier for the culture that wants to make
adjustments (because it will not cost them anything) rather than for the one that has to make
the adjustments.

3. The Persistence of the Problem

Multicultural literacy may seem like common sense, as no one wants to experience
discrimination based on race, ethnicity, or regional origin. It makes sense to refrain from such
behavior, thinking "If you don't do it to me, I won't do it to you." However, the practice persists,
and we sometimes justify discriminatory behavior, particularly online, as if online actions are
not part of real life.
The main challenge for educators is to teach students about different cultures and to
learn about these cultures themselves. Despite our advancements in science, technology, and
culture, why does this challenge still exist today?
Remember this: Discrimination in all its forms (based on race, religion, tribe, culture,
etc.) is rooted in hatred, which is seen in an educational setting as a "lack of compassion and
respect for others' rights," and must be fought. Hatred makes lasting peace impossible
(Vreeland, 2001).
This leads to some important questions:
1. What causes this hatred? In education, it's often unintentional, stemming from a lack of
knowledge. But what specific knowledge is lacking? Is it awareness of others'
existence? Is it understanding that others deserve respect?
The former seems unlikely: Thanks to the Internet, we're aware of people and cultures
different from our own, yet it hasn’t reduced the hatred. The latter question is more hopeful,
assuming that all individuals, regardless of differences, deserve respect. If that's true, what is it
about each person that's worthy of respect, and how can it be taught?

2. The Question of Values

Dawkins's (2016) concept of a "selfish gene"-where on a genetic level, the more two
individuals are genetically similar to one another, the more sense it makes to behave selflessly
toward one another and selfishly toward others who are different, then we can easily frame the
issue of discrimination of cultural discrimination and injustice as one of both genetics and
survival.
The majority of research on multicultural literacy stems from the West, specifically the
United States, and focuses on teaching teachers to be more multicultural in their pedagogies.
• Learn about other cultures, Banks (1991a) posits 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
 Republic of the Philippines
CEBU TECHNOLOGICAL UNIVERSITY
DAANBANTAYAN CAMPUS
Agujo, Daanbantayan, Cebu, Philippines
Website: http://www.ctu.edu.ph E-mail: [email protected]
Phone: +6332 437 8526 loc. 102
patterns of discrimination and prejudice in their own lives before they can teach their students
to do the same. COLLEGE OF EDUCATION
• As you are, so will you behave, the 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 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 teachers,
you must model for them what empathy and compassion others look like on a day-to-day
basis.

D. Application
Divide the class into two groups and have them role-play scenarios illustrating how
globalization affects their lives. Select one participant from each group to share their
perspective.

E. Generalization
1. Why is it important to appreciate and respect cultural diversity? How can we celebrate the
unique strengths of different cultures?
2. How can we use our understanding of globalization and cultural diversity to make a positive
impact on the world?
3. What actions can we take to create a more inclusive and equitable global community?

IV. EVALUATION
Test I. True or False.
Directions: Analyze the questions then write True if the statement is true; False if otherwise.

1. Globalization refers to the interconnectedness of the world through the exchange of ideas,
goods, and people across borders.
2. The internet and social media have played a minimal role in accelerating globalization.
3. Cultural literacy means understanding and appreciating the values, customs, and traditions
of your own culture only.
4. Multicultural literacy emphasizes respecting and understanding different perspectives and
worldviews.
5. Globalization has had a positive impact on all cultures and societies around the world.
6. Cultural differences in communication styles can lead to misunderstandings and conflict.
7. Adapting your communication style to be more inclusive and respectful of different cultural
backgrounds is essential for successful intercultural communication.
8. It is important to be aware of cultural norms and customs to avoid unintentionally offending
someone from a different background.
9. Learning about different cultures can broaden your understanding of the world and promote
tolerance and empathy.
10. Promoting intercultural understanding is only important for individuals who travel or work
internationally.

Test Il. Multiple Choice

 Republic of the Philippines
CEBU TECHNOLOGICAL UNIVERSITY
DAANBANTAYAN CAMPUS
Agujo, Daanbantayan, Cebu, Philippines
Website: http://www.ctu.edu.ph E-mail: [email protected]
Directions: Choose the best answerPhone: +6332 437 8526 loc. 102
for each question.
COLLEGE OF EDUCATION
1. Which of the following is NOT a direct consequence of globalization?
A. Increased trade and economic interdependence.
B. The rise of global fast food chains.
C. The spread of popular music and fashion trends.
D. The preservation of traditional cultures and languages.

2. Which of the following is NOT an example of an activity that promotes intercultural

understanding?
A. Attending a cultural festival or event.
B. Learning a new language.
C. Watching movies and TV shows from different cultures.
D. Engaging in discussions about cultural differences with people from your own
background.
3. Cultural literacy refers to:
A. The ability to read and write in multiple languages.
B. Understanding and appreciating the values, customs, and traditions of your own culture.
C. The ability to navigate and thrive in a culturally diverse environment.
D. The knowledge and skills needed to communicate effectively with people from different
cultural backgrounds.
4. It is known as a common model of social order.
A. Expressive Culture
B. Model Culture
C. Instrumental Culture
D. Development Culture
5. What is the familiar saying of the Filipino that leads to explosive population growth?
A. "Kapag maraming anak, maraming katulong sa hanapbuhay"
B. "Kapag maraming anak, maraming kasama sa bahay."
C. "Kapag maraming anak, maraming katulong sa ibang bahay"
D. "Kapag maraming anak, maraming kasama sa hanapbuhay"
6. According to Dawkins' "selfish gene" theory, why might individuals behave selflessly toward
those who are genetically similar?
A. Because they share the same cultural values
B. Because it increases the chances of survival of shared genes
C. To promote multiculturalism
D. To avoid social discrimination
7. What is the first step to teaching multiculturalism, according to Banks (1991)?
A. Confronting discrimination in your life
B. Learning about cultures that are not your own
C. Teaching students to appreciate their own culture
D. Modeling empathy and compassion
8. What is a fundamental challenge in achieving multicultural literacy?
A. All cultures have similar definitions of peace.
B. Cultures may have conflicting interests regarding peace.
C. Education always leads to understanding among cultures.
D. Peace is universally desired without conflict.
9.
 Republic of the Philippines
CEBU TECHNOLOGICAL UNIVERSITY
DAANBANTAYAN CAMPUS
Agujo, Daanbantayan, Cebu, Philippines
Website: http://www.ctu.edu.ph E-mail: [email protected]
Phone: +6332 437 8526 loc. 102
COLLEGE OF EDUCATION

Assignment:
Create a visual representation (poster, infographic, video) that defines globalization.