CULTURAL INTERVIEW PRESENTATION

By: John MillerEDUF 7235

Multicultural EducationGeorgia Southern University

Interviewee

I interviewed the mother of a college classmate (For this presentation, I will call her Susan)

Her son, (my classmate) will be named Thomas for this presentation

They were both very excitedto speak with me about their culture and what they thoughtof the American school systemAnd cultural values

About Susan

She was born and raised in India Her children (one being my classmate)

were born in America They were all raised with the traditions

and culture of India that her mother was raised

The interviewee loves America, however, does not agree with many of the cultural influences and traditions that the public school system allows to be presented

Values

Susan’s values were passed down from her family in India

She wanted to keep those same values for her children in America

She said the two things that her family valued most was family loyalty, and religion (Hinduism)

She wanted education to be added to the valued customs to pass down to her children when she moved to America

Facilitating Susan’s Dreams

Susan was very proud of the education that her children received in academics, however, she wanted her children to be known for more than the “smart Indian kids”

She wanted the teachers to take more time getting the children to become involved with one another to learn about their unique qualities rather than them just being the smart kids that did not play sports

Raising her children

Susan’s goals for her children were that they would excel in school

Susan wanted them to maintain their family traditions, but had no problem with embracing other values and views

She also wanted the culture of her children to be embraced so that they would not feel like outsiders

Susan’s Issues with American Education

“I never understood why only certain holidays were celebrated in public schools and others were never even brought up”

She always wanted her children to feel like they belonged

Since they never celebrated the same holidays that were celebrated in school students seemed more “curious” than “interested”

Issues with her children

They were always asked why they wore certain clothes or could not eat certain types of food during lunch

Due to stereotypes, it was never asked in an interested way, it was always because they thought her children were weird

Human Relations Approach

Develop Self-Concept of each student!

WhyHuman Relations Approach

This approach allows for the classroom to engage in other cultures and their own

It can improve inter-group relationships among students and peers

The awareness of others and their cultures can ease the cultural “differences” among students

Is it Suitable?

The Human Relations Approach in a classroom setting with the right type of curriculum will definitely enhance the learners outcome on awareness of other cultures and the correct way to view them rather than just being “different”

Utilizing this approach is beneficial because it allows for self-awareness and cultural engagement rather than textbook statements regarding these lightly touched upon topics

Educational Intervention

Who am I? Each student will create and present a

project titled “Who am I?” This will be the first project of the year The point of this project will allow students to

present themselves to others in the classroom and show the importance of their cultures that may or may not be portrayed the same as others read in textbooks or see on television

Who am I?

This project will also focus on differences of their own culture so that everyone does not view the person stereotypically

They will dig deep and gain background information that they have never even learned about their own culture and beliefs

The students viewing the presentations will take notes on each culture and write down one thing that like about the person’s culture that is different from their own and why they like it and those notes will be posted on the boards in the classroom

How will it work?

These projects will work as an educational intervention because the students will all be able to learn about their classmates through their values, beliefs, and unique qualities from the beginning of the year rather judging off of stereotypes and utilizing those to fulfill their beliefs

The projects will be completed on poster board and displayed across the classroom throughout the year

Reference

Sleeter, C.E. and Grant, C.A. (2009). Making Choices for Multicultural Education: Five Approaches to Race, Class, and Gender. Hoboken, NY: John Wiley & Sons, Inc.