A team of youngsters who are passionate to be agents of change,
committed to facilitate holistic education for all sections of the society,
trying to involve in community empowerment initiatives through innovative ideas and practices and exploring the possible integration of development aspects at various levels
Ants, Trees and me.
I had nothing in my mind before reaching Reach India Foundation. I started my exploration from Mysore – Manathavathy bus journey. In that journey, I saw isolated communities in the forest with sustainable life style.It was my first observation part in this journey. I am from Tamil Nadu so I don’t know Malayalam language but I met more Tamil speaking people in the field. I learnt few Malayalam words. It helped me to engage with people in the field.
My representation of the field.
In a new place, initially, I made my friendship with ants and trees. They were my listeners for the first week. I explored few wards in the Thondarnad panchayat to understand the locality and social structure. In my exploration I observed people’s livelihood, lifestyle, sustainable living and agriculture. The exploration part of my first week made me realise that exploration by foot is important and it is the only way to understand deeper about the society.
I learnt about Muslim community and influence of religious institution in the Kerala Education system. Whatever views I carried about religion, tribal community and education system in the Kerala got changed in my field visit. Initially, people in Pallipedika were sceptical about my presence. Establishing myself with the local community was the tough part but I explained my objective in the broken Malayalam language. The people were happy because of my interest to learn the Malayalam language.
With a neighborhood family.
One person who was helpful in the establishment phase was Vaikom Muhammed Basheer. I read Basheer works in Tamil. It helped me to start my initial conversation with the local people, how they are seeing Basheer’s work in the contemporary literature. It got introduced to few people like Banuchandar, Krishnan and they became my friends and field teacher.
Krishnan helped me a lot to get the right persons for studying the Thettamala Tea Estate. Banuchandar who is working as a Supervisor in Thettamala Tea Estate travelled across with me in Tea Estate. I learned few Malayalam words from him. He helped me to get into tribal settlements in the Tea Estate. The entire field visits with Banuchander gave me a clear perspective of Tea Estate and their workers life. I was amazed by their hospitality and their love. I felt like I was living in my native place.
The work site.
Here I want to talk about some other friends like rain, squirrel, snake and Birds. As a student from urbanised background, it was a good learning and music experience from nature made friends and another thing I would like to tell about colours. The colours and the art work in the Reach India Foundation persuade me to express my exploration part in creative expression. It gave me a chance to recollect my childhood bonding with colours. During my school days colour were prohibited in class room after a certain class period. After a long period, Reach India Foundation gave a space to express my dormant feelings through colours. I enjoyed this process throughout my internship period. It has liberated me from the structured way of expression.
The road endless!
My journey with Janakiraman, Umma, Banuchandran and Krishnan was an amazing learning experience. I hope soon I will I see my friends Ants and Trees again in Reach India Foundation.
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Miles to go...
We are a team of two guys – Mayank Khewaria and Nishanth Naik – from IIT Gandhinagar, Gujarat and we have travelled across the country on the theme - Education in India. We took up a fellowship after our final year as we wanted to experience the world outside the institute before we enter our professional life. So we travelled across 10 states of the country in search of schools, institutes, NGOs and individuals working on primary education. The trip lasted for 42 days and we have gained a lot of insights on our theme and the cross cultural differences within India. We started with this theme as we saw a deficit of quality education in the primary level and we wanted to get an experience of reality and also look for the changes that are coming up.
As a part of our trip, we headed to Mananthavady on June 13 2017 and reached there by 2 pm. We got to know about Reach India Foundation through some of our mutual friends and came here with a blank slate. Once we reached Thettam…
A lesson on Values. “Let us organise an event in the village with the help of the students to raise awareness” responded the teacher in response to a query by an anxious parent. Student enrollment in this school was declining alarmingly. I was following a conversation between a parent and the teacher on the issue of dwindling school enrollment. One might be forgiven for thinking: Why on Earth does a parent care about the school enrollment of a government school? We will come to this question in a bit, but it is interesting to note that this question is puzzling not just parents and teachers but even governments! Regardless of the continuing philosophical debates over the merits of public and private education, the trend is there for all to see. Private schools and educational institutions are on a steam roll. Just to rest the case in point, Wayanad, where I am based, a tribal district of Kerala, has almost 40 per cent children aged 6 to 14 enrolled in the private schools according to th…
Classrooms or Prisons! -By Vijitha RajanVijitha is currently a research scholar in
Central Institute of Education, Delhi University
Not until recently have I realized why Kumar’s (1991)
description of a teacher as a ‘meek dictator’ has appealed me to the core of my
understanding about Indian teachers and classrooms. As I went through his book – Political Agenda Of Education –
second time during last summer, almost as an epiphany, I realized that the
author, Kumar, was describing my life as a teacher and not just the colonial
teachers. When he described the nature of teacher training and teachers’
work during the colonial times, I was reliving my own experiences of teacher
training and work as a school teacher. Though there are changes in state standpoints and policy level
reforms regarding our school and teacher education classrooms, the underlying
processes that define our classrooms haven’t really undergone any fundamental
change. And that is why the colonial classroom that Kumar (1991) …