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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 (Levin Institute 2017).
The 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
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. The signs and symbols of a culture include both its formal and informal languages, its idioms and forms of expression, entertainment, values,customs. roles, traditions, 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
The National Commission for Culture and the Arts (NCCA) is the government body tasked with the documentation, preservation, and dissemination of Philippine culture, both locally and abroad.Part of how the NCCA is addressing this and related matters is through the establishment of the Philippine Cultural Education Program (PCEP), which "envisions a nation of culturally literate and empowered Filipinos" (NCCA, 2015). Designed to make cultural education accessible to all sectors ofPhilippine society, the PCEP held national consultative meetings, conferences, workshops, art camps,and festivals on culture-based teaching and good governance from 2003 to 2007. As a result ofRepublic Act 10066 (2010), PCEP has been designated as the body, together with the Department ofEducation (DepEd), tasked to "formulate the cultural heritage education programs both for local and overseas Filipinos" that are to be an integral part of Philippine education in all its aspects.
Cultural education and thus cultural literacy in the Philippines is quite a challenge, given thatPhilippine culture is a complex blend of many indigenous and colonial cultures and varies widely across regions, and the average citizen is almost as
ignorant of other Philippine cultures as foreigners are. To point out, consider the question, "What makes something or someone 'Filipino'?" The average reader will be hard-pressed to pin down a definite answer. De Leon (2011) argues that this is in part due to a colonial mindset among Filipino artists that inhibits the full development and realization of Filipino artistic creativity-a kind of artistic and cultural creativity that is fully Filipino.
Cultural education and thus cultural literacy in the Philippines is quite a challenge, given thatPhilippine culture is a complex blend of many indigenous and colonial cultures and varies widely across regions, and the average citizen is almost as ignorant of other Philippine cultures as foreigners are. To point out, consider the question, "What makes something or someone 'Filipino'?" The average reader will be hard-pressed to pin down a definite answer. De Leon (2011) argues that this is in part due to a colonial mindset among Filipino artists that inhibits the full development and realization of Filipino artistic creativity-a kind of artistic and cultural creativity that is fully Filipino.
Multicultural Literacy
Globalization has led to increased cultural interaction, often resulting in conflicts stemming from differing identities, values, and worldviews. To mitigate these conflicts, multicultural literacy has emerged as a vital skill. However, the exact definition of multicultural literacy is complex and varies across different cultural contexts.
In the United States, multicultural literacy is strongly associated with social justice and equality. It aims to address historical and ongoing racial and cultural discrimination by promoting awareness of diverse perspectives and experiences. This approach is rooted in the country's history of systemic racism and the ongoing struggle for civil rights.
In contrast, the European concept of multicultural literacy is more focused on intercultural communication competence. This involves developing the skills and attitudes necessary for effective and respectful interaction with people from different cultural backgrounds. This approach emphasizes understanding and appreciating cultural differences while promoting mutual respect.
A Philippine Perspective
While the Philippine context may not mirror the stark racial divisions of the United States, it still grapples with issues of discrimination and inequality based on factors such as socioeconomic status, religion, and ethnicity. Therefore, a definition of multicultural literacy that combines aspects of both the American and European approaches would be most suitable for the Philippine context.
Such a definition would prioritize clear, productive, and respectful intercultural communication while acknowledging the importance of social justice and cultural sensitivity. By embracing this broader definition, the Philippines can foster a more inclusive and harmonious society.
The skills and knowledge required for one to be multi-culturally literate are not mere language skills, since it is assumed that some medium communication already exists between two cultures.Rather, true multicultural literacy consists of perspectives attitudes, and beliefs about other cultures that affect the manner in which we communicate and the motives behind communication. Here are some examples:
1. Be selfless - An attitude of selflessness-one that is less concerned with how I feel and more concerned with how I am making others feel—is crucial to multicultural literacy, as so much of the offense and conflict associated with the meeting of different cultures is the rest of a "me first" attitude: / should be accommodated, you should be the one to adjust to me, / should feel comfortable with you before I make efforts to make you feel comfortable, etc. Such Selflessness is not instinctive to people, and is especially difficult when one feels insecure of oneself and identity.
2. Be willing to compromise - Anysignificant interaction with someone from a different culture is governed by the principle of "He/She wants something, and I want something." In other words,cultures do not interact out of pure magnanimity. If both of you are willing to give the other what they want, well and good. But what happens when one or both are unwilling to give what the other wants? There must be a compromise: a reciprocal adjustment of demands and expectations to accommodate what the other party is willing to give.
3. Accept that there are limits - At some point however, one or both cultures will be unwilling/unable to adjust their wants for the sake of the other any further. Beyond this point,the productivity of the interaction drops and one must either change the purpose of the interaction or walk away, accepting that what you want cannot be had from a particular source. Attempting to force the other party to adjust when you refuse to do the same) only results in misunderstanding, hurt, and conflict. The sooner we accept this, the sooner we can set realistic expectations of one another.
Issues in teaching and Learning Multicultural Literacy in the Philippines
A number of important issues stand in the way of Philippine educators attempting to learn multicultural literacy for themselves and teach it in turn to others, which are different from what can be found in Western literature, particularly those of the United States.
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 in order to attain it, but this is not necessarily true.
The Persistence of the Problem
On the surface, multicultural literacy might seem to just be a matter of "good common sense,"and understandably so, no one actively desires to experience discrimination regarding what they know and what they can and cannot do simply on the basis of race, ethnicity, or in the case of the Philippines, region of origin. Therefore it makes perfect sense to collectively refrain from such behavior under the assumption that "If you don't do it to me, I won't do it to you. And yet, to our honor and shame, the practice persists. Worse. We sometimes find ourselves participating in and justifying such discriminatory behavior-if only online and not in real life (as if anything written or posted online is not,in fact, in real life).
Therefore, the primary issue that educators face in teaching multicultural literacy to their students and learning it for themselves is, "Why does this problem persist? Or to put it in another way,"Despite all our advances in science, technology, and culture, why is this still a problem today?"
Boutte (2008) suggests that issues of discrimination in all its forms (racial, religious, tribal,cultural, etc.) are really issues of hatred, which she defines in an educational setting as "the lack of compassion and lack of respect for the rights of others," and that such hatred must be fought and its roots must be attacked, because for as long as hatred exists in the human mind, real peace will be impossible (Vreeland, 2001).
The Question of Value
Another issue in teaching and learning multicultural literacy is better posed as a question:"Why should I treat people of another culture with respect?" might seem that the answer to the question is a simple one: for peace But as we have seen earlier, not everyone values peace to the same degree. What if, for a certain culture, it is easier to just destroy anyone who opposes them rather than expend the effort needed to come to a mutual understanding?
Such statements might sound crass, but only if we believe that we, as a society, are above such things. How many times have we broken "small" laws and rules of etiquette-running red traffic lights "because no one is there to catch me," or asking a vendor at a flea market or to list a different price on the receipt than what an item is worth—because it is more convenient than to do otherwise? How many times have we been selfish in our decision-making, not thinking about, not caring about its implications for others? And how many times have we justified such behavior"because of the circumstances" or "because everyone else is doing it"?
The question of valuing others over oneself raises complex ethical and biological considerations. Dawkins' concept of the "selfish gene" suggests that genetic similarity can influence altruistic behavior, potentially leading to discrimination against those perceived as genetically different. This perspective can justify injustice as a means of self-preservation. However, this view conflicts with ethical principles and can perpetuate cycles of oppression. Educators like Freire have recognized the dangers of such a perspective and advocated for the liberation of the oppressed, while also acknowledging the potential for the oppressed to become oppressors themselves.
If such perspectives seem horrible to US (and they should), it is because the question of the value of humanity, both individually and collectively as a Culture, makes no sense without subscribing to some absolute moral standard--one that is true and right for all people, regardless of race, color, orcreed. But in today’s society where such absolutes are reduced to matters of perspective, there remains no final and sensible answer to the question.
Enhance
A majority of research on multicultural literacy stems from the West, specifically the UnitedStates, 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, theteacher, 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 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
True or False
True or False
. Globalization is a recent phenomenon that emerged in the 21st century.
2. Cultural Literacy refers to the ability to understand and participate in a culture different from one's own .
3. The Philippine cultural education program aims to promote cultural Literacy among Filipinos
4. The Doña Victorina Syndrome refers to a Filipino tendency to undervalue their own culture.
5. Multicultural Literacy is solely focused on understanding and appreciating cultural differences
6. The American concept of multicultural literacy emphasize social justice and equally
7. The Philippine context Aligns perfectly with the American model of multicultural literacy
8. Multicultural literacy involves developing skills for effective intercultural communication
9. The primary challenge in teaching multicultural literacy is the lack of resources and materials.
10. Selflessness and a willingness to compromise are essential for multicultural literacy
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