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Village expedition- Dumduma village, HaryanaJuly had something in store for us- an expedition. What a brilliant way of introducing a method of pedagogy by experiencing it firsthand. As we were assigned our respective village to explore the microcosm, we had to make connections with the larger ecosystem. As I traversed between the urban and the rural, the dichotomy itself loosened.
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The Lion King Musical - London's Lyceum Theatre
On my visit to London in September 2015, I was adamant to watch The Lion King Musical at the Lyceum Theatre. It was the most exhilarating experience for me. I realized what a production like The Lion King can do to children and adults around the world. There were people from around the world to experience the most celebrated musical production of all times. People did not understand the spoken language but were enamored by the language of expression, dance and music. It is unusual how a space is shared by Jews and Christians, Israeli and Palestine, North Korean and South Korean. School students from around the world were seated beside me and I could revel in the joy of being a child again with them. I laughed, I cried and I watched with them.
Another visit to that really infused me with much excitement was that to the British National Museum and The Art Gallery. I was awestruck by the painstaking efforts in restoring the history of the world and opening it to the world to revel. All I could think of at that point in time was how interestingly those resources can be used in teaching and learning.
Another visit to that really infused me with much excitement was that to the British National Museum and The Art Gallery. I was awestruck by the painstaking efforts in restoring the history of the world and opening it to the world to revel. All I could think of at that point in time was how interestingly those resources can be used in teaching and learning.
Swaraj University - Udaipur, Rajasthan
October took me to Swaraj University in Udaipur. It is a unique place which sort of defies structures and institutions. As the founders of the place are also influenced by the philosophy of the Ivan Illich’s ‘Deschooling Society’ and Paulo Freire’s ‘Critical Pedagogy’, it interested me all the more. Till now I had thought that ideas like deschooling and critical pedagogy are only utopia and cannot be created as models to follow in a country like ours. But I was taken aback by the sheer dedication of the people behind the whole concept of Swaraj University which lets you design your own learning journey by only giving you the space to explore. What fascinated even more was the ‘EcoHut’ – an atelier workshop where the ecological warriors recycle the waste material and transform them into jewelry, fridge magnets, bags, lamps and every possible thing which one can imagine. The visit helped me deepen my understanding and making links of theory to practice
Prathmik Shiksha, Municipal Corporation of Delhi School- Sarvpriya Vihar, New Delhi |
At first glance the school seemed spacious. As I entered I noticed the school compound had an unkempt garden or what probably. It is the only playground for the children. Unleveled, almost barren and empty is not how I associate a play ground with. The concrete pathway which led to the building also came undone. However, the place is large enough but not well used. There is much scope to improve the space. As far as the classes are concerned, I was appalled to see some of the classrooms being wasted and having being used for practically nothing. There wasn’t any recreational activity room. The science lab was nonexistent and so were its equipments/ instruments. I am clueless myself to think about what all could be done though. The classroom space can be planned in a better way. The appalling condition of the library/ computer room indicated that no one uses it. There is an apparent lack of manpower. While sitting briefly in one of the classes I realized that students weren’t engaged in any learning. Since the classes are multi aged, perhaps crew system may work, which would mean more work for the teachers. What I also noticed was that as soon as the news of our arrival had spread from one class to the other, the teachers composed themselves and manufactured their behavior. Of what I could observe, teachers seemed bored and so were the classrooms. Teachers would need to be empowered and more time as far as planning time would be required. Regular workshops on mind personal leadership may help here. However, there wasn’t much interaction with them.
However, the kids were kids. Some of them approached us and engaged in a conversation. I felt that they were open to newness. This particular girl, Suparna, engaged in a conversation with me without any inhibitions and it befuddled me for the simple reason because I didn’t feel that the kids lack interest but just that not enough was being done for them. Not much was happening for them in the classroom. KG kids were without teacher and a girl from class 5 volunteered to teach them. The scale to measure the learning of a kid and the display of student’s work were questionable. Low attendance of students directed us to the fact that the school is far for many kids and that there are other schools in the vicinity.
While following the kids in the afternoon, I was concerned about the safety of the kids. My only concern was the kind of elements they may meet on their way back or kind of activities they may engage in. Like most people, some of the parents of the kids showed interest in their learning English and having facilities. Community effort can be tapped on if adequate awareness campaigns are held. The irony I felt lied in the coexistence of coaching centers adjacent to the school. It was evident that we lay much emphasis on tertiary education and primary education is conveniently shoved into the dingy classrooms of MCD School.
However, the kids were kids. Some of them approached us and engaged in a conversation. I felt that they were open to newness. This particular girl, Suparna, engaged in a conversation with me without any inhibitions and it befuddled me for the simple reason because I didn’t feel that the kids lack interest but just that not enough was being done for them. Not much was happening for them in the classroom. KG kids were without teacher and a girl from class 5 volunteered to teach them. The scale to measure the learning of a kid and the display of student’s work were questionable. Low attendance of students directed us to the fact that the school is far for many kids and that there are other schools in the vicinity.
While following the kids in the afternoon, I was concerned about the safety of the kids. My only concern was the kind of elements they may meet on their way back or kind of activities they may engage in. Like most people, some of the parents of the kids showed interest in their learning English and having facilities. Community effort can be tapped on if adequate awareness campaigns are held. The irony I felt lied in the coexistence of coaching centers adjacent to the school. It was evident that we lay much emphasis on tertiary education and primary education is conveniently shoved into the dingy classrooms of MCD School.
Mirambika- Sri Aurobindo Asharam, New Delhi
On my recent visit to Mirambika- a free progress school in Hauz Khas, I was exposed to the practical implementation of Aurobindo’s educational philosophy. I remember having a classmate in college - a product of Mirambika – who used to create such unusual artifacts which she learnt from her years in the school. Today I could make the connections. The classrooms in the school are without walls and one could sit any class one may like. There isn’t a structured timetable and no bells to mark an end or start of the day. Teachers are referred to as either ‘didi’ or ‘bhaiya’ for a simple reason to avoid the hierarchical authoritarian barrier between student and teacher. One utopia after the other is being challenged in school system. I had read about all the theories and philosophies of education as a Masters student but was only now being exposed to the theories being translated in practice.
