This module is designed for all pre-service teachers across the disciplines.

You will
be equipped with the essential knowledge, skills, and attitude in the actualization of the
evolving literacies of the 21st century from the lessons in globalization and multicultural
literacies, social literacy, and media literacy.

Brief Discussion of the Module

Lesson 1 focuses on globalization and multicultural literacies necessary in

actualizing the value of unity despite diversity.

Lesson 2 describes social literacy in the context of effective and prosocial

communication which is the forerunner of prosocial behavior.

Lesson 3 deals with media literacy in critically interpreting images of

multimedia culture in multimedia forms .

This module uses the 4A approach in the presentation of the various lessons. These
include Activity – a way of activating or motivation your prior knowledge or experience;
Analysis - a series of challenging sequential questions on the preceding activity and will
channel you to the concepts; Abstraction - the part that provides you with a concise
explanation of the lesson; and Application - contains a series of learning tasks as means of
applying what you have gone throughout the lesson.

The module is self-instructional and you are to work independently as you go

through each lesson. You can read, analyze concepts and ideas presented, and reflect on
them. It is expected that you will make the most of this module as one of your stepping
stone towards becoming a full-fledged teacher.

Take your time and have fun while learning!

 Lesson 1
GLOBALIZATION AND MULTICULTURAL LITERACIES

At the end of this lesson, you are expected to develop a clear and practical understanding of
the following:
 Globalization and its implications on both the national and individual level;
 Cultural and multicultural literacy in the Philippines; and
 One’s personal level of cultural and multicultural literacy

Lesson 1a: Globalization

Learning experiences in the new era where

tremendous advancement of science and technology is
observed, challenge the academic institutions. Some of
which are the strength of the educational system where
the curriculum needs to be relevant; the development of
human potential where each one needs to enrich his/her
competencies in various fields, capacity building of the
community towards environmental protection. These are important aspects of globalization where
every member of the academic community needs to be aware of and responsive about.

Students and teachers alike share lots of ideas on globalization and how it impacts the
progress of the nation and the world. Moreover, people from all walks of life become conscious of
political, economic, social issues which are brought about globalization. According to Coatsworth
(2004), globalization happened when movement of people, good, or ideas among countries and
region accelerates. This reality apparently challenges the academe to keep track and be able to
address the needs of the world. Progress of the country is no longer solely dependent within the
development of a specific country or region but it is how one is able to cultivate and strengthen
his/her potential for the benefit of the global community.
My Ideas of Globalization
Direction: Depict in any form your idea and understanding of globalization. May it be in a
form of a 100-word paragraph, drawing, caricature, painting, comics, or meme
 Let’s Analyze!
In what way do you think can globalization affect you directly as a pre-service teacher?
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Let’s Conceptualize!

What is Globalization?

Many experts from the different fields share their idea on globalization.

The captivating scenes of the global culture somehow lead people to lose sight of seeing the
beauty and the love for the local culture although it is a common understanding that both scenarios
are needed to become part of the global academic community, there is a nagging call now to
respond to the diverse challenges.

The use of technology has become ubiquitous. This reality consciously and unconsciously
breeds and seemingly becomes the common source of agreement as well as disagreement; creation
as well as destruction, hard work as well as indolence, unity as well as discordance; love as well as
indifference, etc. which are experienced in the family, in school and in the community. Certainly, to
many, confusion arises because generally varied local cultures dictate the ones promoting the
positive values; love, respect, unity, justice and the like. The ethos of globalization, however,
challenges the people to be highly analytical, creative and decisive to choose option and do things
which can make them productive and competitive and value-laden members of the big community.

According to Joseph E. Stiglitz (2002), globalization is the closer integration of the countries
and peoples of the world brought about by the enormous reduction of costs of transportation and
communication and the breaking down of the artificial barriers to the flows of goods, services,
capital, knowledge, and people across borders.

Held et al. (1999) defined that globalization captures elements of a widespread perception
that there is a broadening, deepening and speeding up of world-wide interconnections in all aspects
of life, from the cultural to the political, the financial to the environmental. At issue appears to be “a
global shift”; that is, a world being molded, by economic and technological forces, into a shared
economic and political arena. He added that globalization can usefully be conceived as a process (or
a set of process) which embodies a transformation in the spatial organization of social relations and
transactions, generating transcontinental or interregional flows and networks of activity,
interactions and power. It is characterized by four types of change:

First, it involves a stretching of social, political and economic activities across political
frontiers, regions and continents.

Second, it suggests the intensification, or the growing magnitude, of interconnectedness and

flows of trade, investment, finance, migration, culture, etc.

Third, the growing extensity, intensity, and velocity of global interconnectedness can be linked to a
speeding up of a global interconnections and processes, as the evolution of the world-wide system
of transport and communication increases the velocity of the diffusion of ideas, goods, information,
capital and people.

Fourth, the growing experience extensity, and velocity of global interactions can be
associated with their deepening impact such that the effects of distant events can be highly
significant elsewhere and even the most local developments may come to have enormous global
consequences. In this sense, the boundaries between domestic matters and global affairs can
become increasingly blurred.

Cole (2018) shared that according to sociologists, globalizations is an ongoing process that
involves interconnected changes in the economic, cultural, social, and political spheres of society.
Culturally, it refers to the global spread and integration of ideas, values norms, behaviors, and ways
of life. Politically, it refers to the development of forms of governance that operate at the global
scale whose policies and rules cooperative nations are expected to abide.

Beck (2000), defined globalization as a process through which transnational actors

undermine sovereign national states with varying prospect of power, direction, identities, and
network.

Based on the aforementioned ideas on globalization, certainly you have reflected on it and
have up on your own definition.

The Effects of Globalization

The effects of globalizations are multi-dimensional. As shown earlier, they range from
economic to cultural, on both national and individual levels. Meyer (2000) summarizes the effects
of globalizations 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

When the term globalization entered the Philippines public mindset in the early 90s, it was
popularly understood to be a mainly economic phenomenon, and a negative one at that. The idea
that foreign-owned business could come into the country and freely “set-up shop”, thereby choking-
out local industries was not a welcome thought, even though it was erroneous.

While Philippine society has come to realize that this early perspective represented a
shallow understanding of globalization, the fact of the matter is that globalization has brought
economic development to our society as a whole. By attracting Foreign Direct Investment (FDI),
new technologies, employment opportunities, and money have come into the country. The
phenomenon of a taxi driver owning multiple smartphones to browse social media while stuck in
traffic because the rise of the number of vehicles on out roads is testament to this fact.
 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 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.

In a chain reaction of negative effects, this explosive population growth creates a large sub-
sector of society that is insulated from economic development yet competes for resources with the
rest of the population. Coupled with the economic inequalities in which this society is couched, this
encourages political instability, resulting in policies that favor the redistribution of income, which
in turn discourage investment, which then slows economic growth.

Political and Military Dependence/ Interdependence

A survey conducted in late 2018 found that three in five Filipino believe that the United
States would intervene on behalf of the country in case of war (Viray, 2018). Despite the current
very conservative stance of the US on its foreign policies, this can be taken as evidence of the
Philippines’ dependence on both political and military power of the US in order to maintain its
sovereignty as a nation-state in the Southeast Asia region. Similar things can be said of Russia and
the many communist nations throughout the world.

The point is that where there are some forms of economic dependence/interdependence,
political dependence/interdependence it not far behind as the participating nations strive to
protect their investments and interest 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 participating cultures; the increased consumption of
which changes the occupation ten year ago, with very few people aware of its existence, let alone
actual fans. Today it is practically ubiquitous on Philippines Society, alongside the consumption of
all things Korean, from skin-care products to instant noodles.

Instrumental culture, on the other hand, refers to “common models of social order” (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. A small example of this is the Philippine educational system: Closely patterned after
the American educational system, educational leaders in the country closely follow the educational
trends in America and select European countries, perceiving them to be global leaders in the field
while this has served us to an arguably satisfactory degree thus far, it is interesting to observe that
the problems and difficulties in American education eventually show-up in Philippines education,
albeit five to ten year removed.

Expanded flow of People among Societies

The fact that globalization encourages the movement of people between nation-states
should come as no surprise to us. The Philippines Statistics Authority (PSA) estimates that there
were 2.3 million Overseas Filipino Workers (OFWs) during the period of April to September 2017,
who were responsible for up to 205.2 billion pesos in remittances (Philippines Statistics Authority,
2018).

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

Socio-economic migrations explain the Philippines’ OFW phenomenon. Filipino travels

abroad to find better economic opportunities for themselves and their families for lack of said
opportunities here.

Political expulsion, on the other hand, has more to do with trying to escape the political
climate of a particular country, therby forcing an individual to seek asylum (and ultimately,
resettlement) in another more favorable country)

Travel for the sake of leisure (i.e., tourism) is a strong indicator of economic development as
more and more Filipinos are able to finance short-term travels abroad, fueled by curiosity that is
fed by social media and enabled by globalization.
 Let’s Check and Apply!

Task 1. Decide whether you agree or disagree to the following statements on what
globalization is. Tick the corresponding column.

Globalization is… Agree Disagree

 A process of interaction among people and culture in Asian countries

 A current wave that has been driven by policies that have opened
economies domestically and internationally
 A tendency of international trade, investments, information
technology and in-sourced manufacturing to weave the economies of
diverse countries together.
 A worldwide movement toward economic, financial, trade,
communication integration
 An expansion and acceleration in the exchange of products around
the world.
 Is a force of nature, a phenomenon without bounds or alternatives

 Solely an economic integration of markets worldwide.

Task 2. Suppose you are trying to convey the concept of Globalization and the benefits and
challenges brought by globalization to a peer, present your position by filling the box
below.
Benefits that I gain Challenges that I encounter Action that I need to DO to
address these challenges
Lesson 1b: Multicultural Literacy

The idea of globalization propels the students to become analytical, collaborative, decisive,
and morally upright. These are potent elements in their active engagement towards becoming
responsible agent towards addressing the varied and diverse concerns and issues of the world. In
the academe, these highly essential outcomes that students need to perform have to be aligned with
how they learn, live, and uphold the beliefs and practices of the local communities. However, in the
21st century, being immersed in one’s culture is not enough. Being knowledgeable of other cultures
of the world is highly paramount in the era of globalization. These include the multicultural
literatures of countries that have people freely cross-borders, there is a need to know each other’s
culture for the purpose of common understanding and eventually making the encounters as
learning opportunities and probably streamlining of practices.

Look at the picture at the left and

write 10 words that would best
describe the picture in the left.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.
 One of the UNESCO’s Four Pillars of Learning introduced in the Delor’s Report: Learning: A
Treasure from Within, is “Learning to live Together”. This refers to the relationships among people. It
is bringing in together a community to work harmoniously, to live in peace and prosperity and to
show respect and concern for others. It also refers to interpersonal skills that will enable people to live
side by side with others at home, in school, in the community and the whole world.

Why do you think “Learning to live Together” was given emphasis as one of the Pillars of Learning?

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Let’s Conceptualize!

What is Multicultural Literacy?

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 then, 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. 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 21 st 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).

Tips to foster Engaging Learning Culture

In the process of becoming part of the world, there is need to actively immerse yourselves
in the different cultures of the world through meaningful learning engagement.

The following tips are suggested:

C-reate new circle of friends. In this era of technology, invite local and international friends
in a social network. Know them and share stories with one another: family, educational practices,
local traditions and the like.

O-ffer time and resources. Once friendship is established, be ready to share your time and
knowledge so you will be able to learn from each other. In the course of doing so, you are starting to
build up a good relationship.

N-etwork ideas. In the process of further knowing each other and the relationship has
endangered trust, you and your friend can recommend each other for more friends. Through this,
you can share with each in terms of interest, plans, etc.

N-ote similarities and differences of beliefs and practices. As the network expands, you need
to note similarities and differences of your belief and practices. In this process, you further learn
from each other and probably enjoy each other’s company. At this point, you have gradually learn
from each other’s culture thus, eventually adjust and immerse into it as well.

E-xplore opportunities. Once you have learned from each other’s culture, you can offer
chances of inviting him/her to be part of your academic activities like requesting him/her for
evaluation for you and your classmates’ course output. This can be done vice-versa.

C-are for each other. From time to time, you check on each other’s status and learn how to
show care and concern for him/her. This is an important element to strengthen relationship. You
need to preserve it. Sometimes family members become part of such relationship.

This is something you need to deeply value.

T-ransfer learning. To make online communication with friends more meaningful and
fruitful way, you need to share experiences with your classmates in the classroom and vice-versa. It
is through this that you can truly claim that learning is significant because it’s shared with/
transferred with others.

In today’s world, connection plays a powerful agent towards globalization and immersing
into other’s cultures. So start to C-O-N-N-E-C-T.

Being a Multicultural Teacher

A majority of research om multicultural literacy stems from the West, specifically the United States,
and focuses on teaching teacher to be more multicultural in their pedagogies.

 Learn about other cultures. Banks (1991a) posists 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 patterns of discrimination and prejudice in their own lives before they can teach
their students to do the same. For example, when someone you just met says he or she is
from Mindanao, what words immediately come out of your mouth in response? Do they
express genuine acceptance, or do they betray some long-held preconceptions about people
from the region?
  As you are, so will you behave. 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,
Simply put, if you do not truly believe that those who are different have value equal to your own, it
will show, and your students will detect it. It will be seen in the words you use, in the expression on
your face, in the change of you behavior when you think no one can see, etc. the converse is also
true: if you do believe other have value equal to your own, no matter their social class, educational
background, skin color, or regional accent, it will show; and what is shown is what students will
learn.

 Model more, tell more. Young students, by nature, will have difficulty in 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—you, the teacher, must model for them what empathy and compassion
for others look like on a day-to-day basis.

Let’s Apply!
Make a brief Lesson Plan in any subject integrating multiculturalism. Please be guided with this
rubric.
Incomplete (2) Unsatisfactory (5) Developing (7) Proficient (10)

No mention of One adaptation is - Two adaptations are More than two

adaptations to clearly written to
differentiate for clearly written differentiate for adaptations
students from various students from various
to differentiate for are written to
cultural backgrounds cultural backgrounds
students from differentiate for
Adaptations are students
various cultural
reasonable and
backgrounds from various cultural
Appropriate but not backgrounds
all aspects from
 - Proficient Level are
included
Adaptations are Adaptations indicate:
unreasonable or
 Age appropriate
inappropriate strategies

are used

 Choices are given to

students to meet the

learning preferences
and needs

 Strategies with

demonstrated
effectiveness

are used

Lesson Plan Inclusiveness what makes this an example of an inclusive teaching strategy for a diverse
classroom.