By Any Other Name Group 5 Cultural Tour

Category: Education

Presentation Description

Assignment for EESL536


Presentation Transcript

By Any Other Name A Cultural Tour & Story Discussion:

By Any Other Name A Cultural Tour & Story Discussion Presented by Jennifer Castro, Lisa Davenport, Ruby Ortiz & Iris Solis EESL 536 Crosscultural Teaching California State University San Bernardino Instructor: Professor Kathryn Howard September 5, 2018

By Any Other Name:

By Any Other Name ‘By Any Other Name’ is a an autobiographical essay written by Santha Rama Rau. The story takes place in 1920s India when the country was under British Colonial rule.

“That which we call a rose by any other name would smell as sweet.”:

“ That which we call a rose by any other name would smell as sweet.” The title of the story is taken from William Shakespeare’s Romeo & Juliet. It references the English names that Santha and her sister Premila were given when they enter a British elementary school in their native India. You can watch this famous scene here:

India as part of the British Empire 1922:

India as part of the British Empire 1922 In 1922 India was a British Colony, along with many other countries including Canada, Australia, Fiji, and many African countries. The British Empire was established for political and economic reasons Map courtesy of wikipedia

Chennai, India where the story takes place:

Chennai, India where the story takes place Map courtesy of World Atlas

Santha was born to a privileged and educated family.:

Santha was born to a privileged and educated family. Her mother, Dhanvanthi Rama Rau, was a social worker, founder of the Family Planning Association, and later served as president of the International Planned Parenthood Federation. Her father, Sir Benegal Rama Rau, was a member of the elite Indian Civil Service.  He was Governor of the Reserve Bank of India and later served as the first Indian ambassador to Japan. Her grandfather was a doctor and one of the first Indian doctors educated in western medicine. Photos of Santha’s parents from wikipedia

History of India:

History of India The Britain Empire introduced a westernized system of education to India, imposing their religion, culture and values on Indian students. Indians grew tired of their second-class status and worked increasingly for independence. This video teaches about British colonialism in India, and the nationalist movement that helped India gain independence in 1947. 7 H0 Indian newspaper photo courtesy of Wikipedia

Values in Religion:

Values in Religion Hindu is the primarily religion in India, and is the third most popular religion in the world It originated 4000 years ago in Northern India Hindis honor the stories and life of many gods, including Lord Krishna, a Hindu God of compassion, tenderness and love.

Indian Cultural Traditions:

Indian Cultural Traditions Some of the traditions that Indian people have include: Traditional foods served for lunch including chappatties and curry Wearing typical Indian jewelry, kohl, and saris.

English Education:

English Education English elementary schools were called Primary School and this was typically ages 5-11yrs old. Schools were “public”, but parents had to pay to attend. Boys and girls were often separated, but not always. Students were tested regularly and expected to sit quietly at their desks. This video shows footage of a British school in the 1940s. Picture of a Primary School 1930s

Indian Public Education:

Indian Public Education Anglo-Indian schools were exclusive and available only to the upper-class. Indian students accounted for a small percentage. Primary School ages 6-11 yrs. Initially, males had more access to education. Sometimes classes were segregated by gender. India’s current approach to public education is a well-rounded general education available to all young students. This video shows footage of an Indian class in the 1950s, after India gained its independence.

India vs. English Architecture:

India vs. English Architecture Indian verandas were usually white-washed, with stone floors British buildings were often painted dark brown and had matting on the floors :

Read the story ‘By Any Other Name’ SB9IdentifyingCulturalDifferences.pdf

Questions for Discussion:

Questions for Discussion What does your name say about you and your identity ? Do you know anyone or have you yourself ever changed your name or had it changed for you? Why did the teacher change Santha and Premila‘s names? How did the changing of Santha’s and Premila’s names affect them throughout the story? Why do you suppose these changes are made and who benefits from them ? What does Santha & Pramila's mother mean when she says “You can bury a dog's tail for seven years and it still comes out curly, and you can take a Britisher away from his home for a lifetime and he still remains insular." What does this say about their mother's attitudes toward the British ? Why does she have these attitudes? There are a lot of great questions about the story to get students thinking about some of the major themes of the story that relate to culture, identity, and how our actions impact others. Here are just a few …


Cultural Analysis: Standpoint & Identity


Looking at how people experience and perceive life based on their cultural group and background ( Orbe ). Recognizing a person’s social group membership and field of experience helps us understand how people perceive things. What is a Standpoint? Why it’s important Understanding where people are coming from Asking questions Building understanding and awareness Changing how we act Understanding our standpoints helps bridge cultures by:

How standpoints can vary:

How standpoints can vary


Identity C haracteristics of identity: Race Ethnicity Sexuality Gender Identity is also: Religion Socioeconomic status Family Language Education Appearance What’s in a name? How is our name connected to our identity? How does changing ones name change their identity? Do you agree with William Shakespeare?

Lesson and activities for students:

Lesson and activities for students This story is rich in ideas for students of all levels to connect to their lives and learn more about culture and identity. Role playing to allow students a chance to embody the characters, ask and answer questions of each other, and come up with alternative endings to the story that respect culture and identity. Identify the standpoints of the characters in the story – the mother, teacher, Premila , Santha , the British students, the Indian students.  What is their standpoint?  What influenced their standpoints?  Change the student’s names for a day. Assign different names to the students and have them write about the experience, and how it affected their identity. Discuss times that you have seen or experienced an injustice similar to Santha and Premila’s .

By any other name:

Santha Rama Rau By any other name

References :

References Orbe  (2016). Excerpt of Chapter 2. In,  K.   Sorrells and S .  Sekimoto   ( Eds.),   Globalizing intercultural communication: A   reader . Los Angeles: Sage . Elephant photo. http:// / wp /stc2018/2018/03/04/what-is-standpoint-theory / Diversity wheel.

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