{"id":8561,"date":"2020-04-20T14:58:18","date_gmt":"2020-04-20T14:58:18","guid":{"rendered":"https:\/\/raisingalegacy.com\/?p=8561"},"modified":"2020-04-20T15:53:58","modified_gmt":"2020-04-20T15:53:58","slug":"interview-with-elisavet-from-malta-mum","status":"publish","type":"post","link":"https:\/\/raisingalegacy.com\/learn\/interviews\/interview-with-elisavet-from-malta-mum\/","title":{"rendered":"Interview with Elisavet from Malta Mum"},"content":{"rendered":"\n
\"Elisavet\"<\/figure>
\n

Tell me about yourself and what you are passionate about.<\/h3>\n\n\n\n

I’m a global learning advocate, and my interests involve reading and writing, languages, marketing, and traveling. I’m particularly interested in helping kids grow up with a global mindset and a positive, solid sense of self.<\/p>\n\n\n\n

<\/p>\n<\/div><\/div>\n\n\n\n

You put together the guide, \u201cHow to Raise Confident Multicultural Children.\u201d Why was this important for you to do, and what are some things you have learned from this project?<\/h3>\n\n\n\n

I grew up in a monolingual and monocultural environment in Greece where other languages were acquired as ‘foreign languages’. Fast forward to today, I am a parent of kids who are raised with multiple languages and cultures since birth, and this environment is their everyday normal. Since my upbringing doesn’t allow me to draw on relevant experiences, I started asking questions from early on. How can my kids grow up and feel confident, secure in themselves, and with a stable sense of identity? How can I assist them with multiple language acquisition which in turn will help them create deep bonds with our friends and families abroad? How can I help them grow up feeling proud of their heritage and secure in their differences? What started as a 40-page short guide, has now been developed into a book. It features full chapter contributions by diverse voices and several experts in fields related to multiculturalism, multilingualism, race, life overseas, and so on.<\/p>\n\n\n\n

\"mural<\/figure><\/div>\n\n\n\n

Can you explain what multiculturalism is, and why it is important?<\/h3>\n\n\n\n

I will reply here with extracts from my chapter ‘The debate over multiculturalism and what we can learn from the Canadian model’<\/p>\n\n\n\n

“With country leaders openly opposing multiculturalism, using claims that it undermines social cohesion and local cultural values, many people are wondering whether this holds true. Questions like the following are not uncommon. Does the acceptance of multiculturalism pose a threat to integration? Is it realistic to expect a thriving, unified community when we adhere to positive public acknowledgment, full acceptance, and tolerance of the ethnic, cultural and religious differences?<\/p>\n\n\n\n

From an academic perspective, the following three-part definition of multiculturalism is presented in \u2013 George Crowder, Theories of Multiculturalism: an Introduction, Polity Press, 2013.<\/p>\n\n\n\n

  1. Multiculturalism starts with the observation that most contemporary societies are \u2018multicultural\u2019 \u2013 that is, they do in fact contain multiple cultures.<\/li>
  2. More distinctively, multiculturalists respond to that fact as something to approve of rather than opposing or merely tolerating.<\/li>
  3. More distinctively still, multiculturalists argue that the multiplicity of cultures within a single society should be not only generally approved of but also given positive recognition in the public policy and public institutions of the society.<\/li><\/ol>\n\n\n\n

    Multiculturalism has many faces. We have Demographic Multiculturalism, Multiculturalism as Political Philosophy and Multiculturalism as Public Policy. These faces can vary greatly from one country to another. Different people, minority and majority groups perceive and translate the concepts and policies very differently.<\/p>\n\n\n\n

    {…}<\/p>\n\n\n\n

    Tamara Yousry noted in her chapter titled ‘Crossing the Deep Cultural Divide’ that \u201cmonocultural groups and teams are becoming a thing of the past. In today\u2019s contemporary, globalized world, multicultural groups are the norm.\u201d People will keep on crossing borders, falling in love, having children, and we need to learn how to coexist with each other in a respectful and caring manner. Instead of looking at countries where integration is failing us and where the blame for that is put on multiculturalism, we can look up to others who are succeeding and learn from them. Could Canada be the key?<\/p>\n\n\n\n

    \"mural<\/figure><\/div>\n\n\n\n

    How do you put it into practice with your own children?<\/strong><\/h3>\n\n\n\n

    It’s only natural for us, it is our normal way of being. Our friends are from all over the world, we work with people located in different countries, our first kid was born in Malta to a Norwegian father and a Greek mother, our second kid was born in Norway where we currently live, we spend months at a time in Greece and Thailand. We have a set of grandparents in Greece and one in Norway. We speak English, Greek and Norwegian on a daily basis.<\/p>\n\n\n\n

    How do you recommend parents teach children about other cultures that are not dominant in society?<\/h3>\n\n\n\n

    Books are such a powerful tool. They help our children to make sense of their homes, communities, the world at large. I am particularly fond of books featuring folklore stories, books with diverse characters, stories that have various world settings as their background. Parents can also watch documentaries with their children, cartoons influenced by other cultures, do crafts inspired by other cultures, cook international dishes. Any of these can help initiate discussions about other cultures.<\/p>\n\n\n\n

    Also, if our children have friends of mixed heritage, we shouldn’t shy away from their questions. Curiosity is a good thing. As Dr. Brigitte Vittrup noted in the section ‘Dealing with Prejudice’ in the book ‘How to Raise Confident Multicultural Children’, “we need to deal with our own personal discomfort and engage our children in a conversation on these issues. Subjects that we might consider as ‘sensitive’ are in fact the most important ones to be addressed. The objective here is not to come up with the perfect answers; there aren’t any.<\/p>\n\n\n\n

    {…}<\/p>\n\n\n\n

    In my research, I have asked many parents and teachers about the types of race-related conversations they have with children. <\/p>\n\n\n\n

    Often, the responses include statements such as \u201cIt doesn\u2019t matter what people look like,\u201d \u201cWe\u2019re all the same on the inside,\u201d and \u201cGod loves everyone.\u201d These are well-intended statements, but unfortunately, they don\u2019t convey any practical messages to children about race or culture. To be effective, conversations have to be direct, explicit, and continuous across time.”<\/p><\/blockquote>\n\n\n\n

    This is another extract from the book, in the words of Dr. Vittrup:<\/p>\n\n\n\n

    “When talking to children about race-related issues:<\/p>\n\n\n\n

    \u25cf Be honest and factual. You may not always have the answer to children\u2019s questions, but that is okay. If you have to look up information or even say \u201cI don\u2019t know \u2013 let\u2019s find out\u201d, it leads children to believe that their questions are valid, and this is a topic that is okay to discuss.<\/p>\n\n\n\n

    \u25cf Present the information in an age-appropriate manner. Young children understand the concepts of fairness and being nice to others. Older children understand more complex concepts about stereotypes, prejudice, and discrimination.<\/p>\n\n\n\n

    \u25cf Ask children what they know and what they think. State the facts and engage children in conversation. For example, \u201cSome people don\u2019t like\u2026.\u201d, \u201cSome people think that [minority group] are\u2026\u201d, \u201cHave you seen\/heard [news, events, experiences]?\u201d and then ask \u201cWhat do you think about that?\u201d or \u201cWhat would you say\/do if you saw\/heard\u2026?\u201d<\/p>\n\n\n\n

    \u25cf Use books, videos, websites, or news stories as springboards for conversations. Discuss the topics presented and then branch off to discuss how this relates to your own life and experiences, about what is right and wrong, and what we can do to make things better.”<\/p>\n\n\n\n

    \"Where<\/figure>
    \n

    You are also the author of the children\u2019s book \u201cWhere am I From?\u201d  I love how you include a section at the end that encourages children to send their thoughts about the story.  Can you tell us more about the book, and what you hope to teach children with it?<\/h3>\n\n\n\n

    <\/p>\n<\/div><\/div>\n\n\n\n

    Thank you. Yes, I love hearing from kids and their parents :). Primarily, my wish is that the kids will have a great time while reading the book, their curiosity will be aroused, and they will marvel at the wonderful art.<\/p>\n\n\n\n

    Where am I from? This<\/a> is the world’s first children’s picture book illustrated entirely with freehand, life-size, spray paint graffiti. Most of the murals have been painted in public primary schools by the artist Platon.<\/p>\n\n\n\n

    The story begins \u2013 All the children of the world united. \u201cWe\u2019re going to solve this riddle,\u201d they decided. They were confused but quite excited.<\/em><\/p>\n\n\n\n

    Each child thinks they know where they all come from \u2013 the country where they live. But how can that be since they all live in different places? From Malta to Australia, the children describe their mode of transportation which include swimming with a dolphin, flying on a dragon, and riding on a lion\u2019s back. None of them, however, can agree on the one place they are all from until the youngest child reveals the answer.<\/p>\n\n\n\n

    According to Claire Annette Noland, a children’s librarian, reading specialist, and an author of easy readers, board books, and picture books for young children:<\/p>\n\n\n\n

    ‘Why this WHERE AM I FROM? should be added to your shelves:<\/p>\n\n\n\n