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A Call for Alternative Perspectives in the Classroom: The Indian American Experience of Learning About Caste and Colonialism in High School (Poster 22)

Fri, April 12, 3:05 to 4:35pm, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall A

Abstract

This study delves into the experiences of South Asian American students regarding the portrayal of South Asian culture and history in the world history survey course, aiming to discern its impact on their sense of belonging inside the classroom and connection to their communities outside of the classroom. It is rooted in the framework of 'windows and mirrors', which advocates for educational content to offer new perspectives alongside reflections of students' experiences, scrutinizing the (mis)alignment between teacher goals in crafting curriculum content and students' experiences. The research employs semi-structured interviews with self-identified students of South Asian origin. Situated within Saint Mary’s Hall, an independent school in San Antonio, Texas, the interviews illuminate students' interactions with the curriculum and their perceptions of its reflection of their cultural experiences. Qualitative analysis of interview data reveals emergent themes, including feelings of alienation during cultural holidays, dissatisfaction with the depiction of the caste system in relation to Hinduism, and discomfort stemming from discussions on colonialism. These findings underscore the significance of considering students' voice and lived experiences in shaping curriculum design. Recognizing the gap between South Asian American students' experiences and the curriculum, the study emphasizes the need for inclusive educational practices. The preliminary findings highlight the urgency of addressing discrepancies between curriculum content and students' cultural realities, emphasizing the importance of fostering inclusive learning environments.

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