{URRICULUM 7B BuLoine Ano EnnaNcing New LrTeRAcies Across THe CURRICULL ture level of development in this dimension, Use hig! thinking skills, such as selecting and weighing aya evic to support arguments about global developments. oe i oe competent students can draw on and combine the cip knowledge and thinking styles learned in schools to ask analyze data and propositions, explain phenomena, and position concerning a local, global or cultural issue. Hence, | competent people effectively use and create both traditional | d di media (Boix Mansilla and Jackson, 2011). Dimension 2; Understand and appreciate the perspectives and world views of others This dimension highlights that globally competent peo; willing and capable of considering other people's perspecti behaviors from multiple viewpoints to examine their own assump This in turn, implies a profound respect for and interest in o' their ccncept of reality and emotions. Individuals with this com| also consider and appreciate the connections that enable bridge in differences and create common ground. They retai cultura: identity while becoming aware of the cultural beliefs of people around them (Fennes and Hapgood, 1997) interactions across cultures This dimension describes what globally competent ‘indi can do when they interact with people from different culture Understand the cultural norms, i cti ‘and deal Dimension 3: Engage in Open, appropriate and effective marginalized groups. Therefore, it emphasizes indivi ly to interact with others across differences in ways: p >Propriate and effective (Barrett, et. al., 2014), nsion focuses on young people's role Be acti Peis of society and refers to individual's ven local, global or intercultural issue or S have multiple realms of i fo digital and global, ies 10 get engaged 4 esThe assessment st The PISA 204 development, while components: 1) *global understanding self-reported inform: 8 as, lation on Schools competence (OECD, 2048), Curriculum for and values ‘guments. Students by reflet rategy for global competenc cting on their own “Cultural @halyzing common Stereotypes tow: analyzing related Cases Of cultural cor @spect is important in developing val global. Comp et Students! Module 5; Multicultural and Globa) Uteracy 77 ge etence, Nt Of glob Consider Fol @ cognitive tes Competence Contributes I9@8 and limitations. | i st SXClUsivaly fo see 3 and 2) cused on the construct of stionnaire items Collecting n ce counties ish Gee 188 Oh global issues and here 2 and attitudes, as we I) 8nd teachers on acti etal ivities that Promote global Socio-economic development Sustainability; and (4) global hts. Teaching these four domains i: Perspectives, questioning concepts, can a Giscrimination, equality, faitness, acceptance, tolerance (OECD, 2018). ay 1 Global competence icquire, knowledge inthis d ‘identity and that’ of their peers by ard people in their community or by lomain inflict. Acquiring knowledge in this lues, such as peace, respect, non- justice, non-violence and lds. On Specific cognitive, communication Ind socio-emotional’ skill les students the opporti ttitudes, skills and value: in and outside of sc! ral backgrounds. fective education for global competence ity’ to mobilize and use their knowledge, het while ‘sharing. i 4S on global ieracting with peopie from different RRM osisiuke aot School community that 1 nurure global competence Id foclis on clear, Soni aISb ae ngaging all educators to reflect on ignificant, the type rieariierce id the attitudes and values’ lizable learning goals. This teaching topics that are S of Skills that foster deeper Understanding fe respectful interactions. in’ multicultural ), 2018). hat drive autonomous learning the knowledge of global he globe, a:BUNINA Ai Thirnireino Nev Lirenscies Acroms rie Cummins n and stereotypes about other 10 challenge misinformatior intolerance and oversi and pa and thus, results in Fepresentations of the world. i This can be done through the following strategies (OECD, 2041 | Porapective-taking refers to the cognitive and social Understanding how other people think and feel. ‘ins Adaptability refers to the ability to adapt systems thin 4 behaviors to the prevailing cultural environment, or to situations “contexts that Can present new demands or challenges. ay Openness, respect for diversity and global-mindedness : Globally competent behavior requires an attitude of opel _ towards people from other cultural backgrounds, an attitude of re. for cultural differences and an attitude of global-mindednese: attitudes can be fostered explicitly through participatory and Centered teaching, as well as through a curriculum chara fair practices and an accommodating school climate for all studer ts Openness toward people from other cultural backgrounds it sensitivity towards curiosity about and willingness to engage with people and’ other perspectives on the world (Byram, 2008; Cout Europe, 2016a), a i Respect consists of a positive regard for someone bas Judgment of intrinsic worth, It assumes the dignity of all human and their Jnalienable right fo choose their own affiliations, opinions of practices (Council of Europe, 2016a), Global-mindedness | defined as a worldview, in which Sees him/herself connected to the community. and feels a responsibility for its members (Hansen, 2010), ; Valuing human dignity and diversity _ Valuing human dignity and valuing cultural diver. ty u arsity cont global competence because they constitute critical filers through \ Individuals process information about other cultures and decide hi ge with others and the world, Hence, people, who cultivate e6, ala pelea es of themselves and their surrounding ar gly motivated to fight again: n arenes ig} gainst Wie, ignoraretapa Heetle 6 Multicultural and Global Literacy 19 creation of necessaty conuitions to have the essential needs satisfied. che RE AMINE i i Global understanding — hae 3 / posi A Understanding Is the ability ise knowledge to find meaning and perspectives. ction between different) jeces Of information and 166 four interrelated cognitive processe® derstand fully global F conne' The framework distinguis! F that globally competent students need to use to un jor intercultural issues and: 4. The capacity and explain comple? connecting eviden repactives and worldviews; ‘own and others’ perspectives positioning and on the world ih A 3. The capacity differences in communication, recognizing © tance’ of, socially appropriate te 1 demands of diverse communicatio! nces bY tion and nd. conseque es of al ices. epat asoning 10 ‘issues (OEC' g Global and lobal educatio! regrale 9) egratin For glB80 "BUILDING Ano Exranom New Literacies Across THe Ounricutitt at teachers must ha’ d th: Therefore, Gaudelli (2006) affirme nts may reflect _ ideas on global and intercultural issues that stude! d carefully di They also need to collaboratively research lopics the curriculum while giving students muliple Creal jean those issues: Teachers may also engage in PI ‘ communities'and facilitate peer learning. in. diferent 20m “< More St) teaching about minority Sees ethnically areas entails accurate content information f it . Curricula should prom racially diverse groups and experiences: © ci ee ‘the integration of knowledge of other peop ae in the classroom: throughout the year (UNESCO, SRS “using @ “tourist approach’, or giving students a sup fF life in different countries now and then. sa ‘Oks and other instructional materials can : Bers and ethnic ‘differences (Gay, 2015). Teachers a t! students should critically examine textbooks and other teach resources and supplement information when necessary. : Connecting global and intercultural topics to the reality, context and needs of the learning group is an effective methodol approach to:make them relevant to adolescents (North-South : of the Council of Europe, 2012). People learn better and become’ engaged when they get connected with the content and when they, its relevance to their lives and their immediate environment (St Orozco and Jodorova, 2008). Pedagogies for promoting global competence. Vai student-centered pedagogies can: help students develop | cri thinking along: global issues, respectful communication, management skills, perspective taking and adaptability. Group-based cooperative project work can improve reasoni collaborative skills. It involves topie- or theme-based tasks suitabl _ Various levels and ages, in’ which goals and content are negoti ind learners can create their own learning materials that they pi id evaluate together. Learners, participating in cooperative on would realize that to be efficient, they need to be resp nlive, honest and empathic (Barrett, et. al, 2014). ~ discussion is an interactive approach that encour ma and Fesponding to ideas expressed by pee!