1. Cultural Interview Presentation By: John Miller EDUF 7235 Multicultural Education Georgia Southern University

2. 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 excited to speak with me about their culture and what they thought of the American school system And cultural values

3. 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

4. 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

5. 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

6. 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

7. 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”

8. 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

9. Human Relations Approach • Develop Self-Concept of each student!

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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.