Reasons to celebrate ...

Author: Frank Krishner

So October is here with a bang, action packed, what with a national cleanliness campaign being launched on World Non-violence Day (October 2), and Prime Minister Narendra Modi’s maiden speech over All India Radio attracting listeners from Harnaut to Hajipur and  later in the evening, the chilling news of a stampede in the heart of Patna.

International day for Older persons (October 1) passed quietly as usual, lost in the Navratra celebrations. October 4, the birthday of St. Francis of Assisi (and my feast day) was World Animal Day.  International teacher’s day is celebrated on the 5^th of October, and that’s when the UN focuses on teacher’s issues. No plans are afoot to observe this day in India. 

The first Monday of October is when the UN celebrates World Habitat Day. The theme  is especially significant for Patna and other cities in Bihar. This year, the United Nations chose the theme ‘Voices from Slums’. The World Habitat Day 2014 campaign aims to recognize life in slums and give a voice to slum dwellers for improving quality of living conditions in existing slums.  

This year, the festival of Bakr Id also falls on October 6-7, and since the festival is also about showing charity to the poor, we could be more conscious of this while offering our prayers, suggested a student who believes that “faith must also reflect twenty first century concerns”. Of course, suggesting that one become vegetarian on a day like this is an apostasy, and it would be wise for publicity seeking PETA activists to think carefully before making brainless appeals.

World Post Day is celebrated each year on October 9, the anniversary of the establishment of the Universal Postal Union. It’s when philatelists look forward to new stamps and products from the General Post Office to add to their collections. October 10 is World Mental Health Day

Yet another reason to celebrate girls comes around on October 11, the international day of the Girl Child. It’s yet another opportunity for us to remind ourselves and our neighbours that we have to keep girls in school, and empower them,  says a resource person from Bihar Mahila Samakhya on whose desk lie numerous case studies of parents who resist educating their girls beyond the fifth grade. October 13 is the International day for Disaster Reduction.

Don’t forget to wash your hands on October 15, because you may be pulled up by schoolchildren, rural women, Panchayat ward members. Bihar will be observing Global Handwashing Day with poster competitions, rallies, and other activities.

Village women have their own day to celebrate themselves and their achievements, and October 15 is when leading NGOs that run Bihar’s self help women’s groups will be looking to organize programmes. “This can be tied in with  World Food Day which is on October 16, especially as several state government programmes are being run to promote women cultivators,” observed a social activist. 

“The festival of lights falls on October 23^rd and that’s an occasion for all of us to celebrate,” says Melvin from Kurji, and of course Chhat will follow six days later, and that’s Bihar’s mega bathing festival.

On October 24, the United Nations celebrates itself, and it is also the World day for Development Information.

On  October 27  call over friends and watch all those classic movies and sing out those really old songs because it is World day for Audiovisual heritage. Audiovisual documents, such as films, radio and television programmes are our common heritage and contain the primary records of the 20th and 21st centuries. They help to maintain our diverse cultural identity; but countless documentary treasures have disappeared since the invention of image and sound technologies that help us to share experiences, creativity and knowledge. All of the world's audiovisual heritage is endangered, and that’s why this day was earmarked in 2005.

October 29 is International Internet day, and October 31 is an excuse to hold fancy dress parties because it is Halloween. Have an eventful October.

Abhivyakti: Subaltern Voices

As usual, the 9th Ravi Bharati Bihar Low Cost Film Festival featured a few films that provoked responses. One of these films was Debaranjan Sarangi's  'From Hindu to Hindutva'. This film revisited the scenes of the worst ever anti-Christian riots in Orissa and presented the various voices and viewpoints around the Khandamahal carnage. The film was mis-named.

Several people visited the festival with the sole purpose of seeing the film, and one of them was Mr Patrick John, a fairly well known commentator in the Patna Church media. He expressed his appreciation of the film and said that  it showed how religion is being use as an excuse to wipe out the minorities. He called for the Christians to find ways to heal the wounds. A pious thought, no doubt.

Rajinder Dash a former administrator who has handled some of the worst communal conflicts in Bihar during his time, mentioned that the film clearly stated the complexity of the problem: the clash between the militant missionaries on both sides of the divide: Hindu versus Christian; the other issue of it being a Dalit versus Adivasi conflict over land and resources, a third angle being the adivasi communities pitted against the mining companies, and a fourth angel being the political angle: administration, its political alliances with the mining lobby. The root of the clashes were mainly economic, he pointed out. Rajinder Dash, being an Oriya and familiar with the langage of the film and the area, said that the area was so remote that it was no surprise that the adinistration took a couple of days to repond to the violence.

If  Debranjan Sarangi's film [screened on the first day] presented the complexity of religious hatred and manipulation in the name of religion to commit murder and genocide, Arzoo, directed by Shashi Ghosh Gupta [screened on the last day] was the story of a young Muslim girl who rose above the hatred and trauma caused by the Gujarat genocide, and did something beautiful for children. the film was rated the most outstanding of the evening. Arzoo, agreed many participants, was the answer to all the Kandamahals and Gujarats. The courage of conviction of the protagonist of Arzoo shone through the film. Young people took an instant liking to the film. One participant said that the film should be shown in all the colleges of Bihar.

Morality TV or Living a Jehad – Ek manohar Kahani by Paromita Vohra sparked off a lot of reactions - outrage, disgust, incredulity, and wide eyed amazement at the blatant way in which human rights are violated in small town India, how news is manipulated and how myth and lies masquerades as news, the way the small town media of Indore panders to the Hindutva Brigade, and how the police and society targets women. Even women policemen are hand in glove with this regressive repression. Someone said.. "Just look at that sickening display of corruption and coercion... nothing like that would happen in Bihar....and yet they give Bihar a bad name!

The beauty and pace of Do Din ka Mela by Anjali Monteiro and KP Jayashankar took many viewer's breath away, and discussions ranged around the beauty of the shots, and certain sequences, the subtle humour, the nuanced editing.

Student films also sparked off debates and appreciation. BRIDGE THE GAP by Sharanya Gautam & Shilpi Gautam was appreciated for its very interesting use of symbols to argue for holistic primary education. Inside Out by Divya Cowasji and Shilpi Gulati sparked off a considerable discussion about a woman's right to space, a woman's right to her body, how the burkha has been portrayed as  a symbol of liberation, as a means for a girl to access spaces within the city, how the burkha isn't really a symbol of freedom, as a woman she should be able to claim the spaces without hiding behind the burkha and so on.

The films from Bihar were noticed for their portrayal of themes that many of the residents of Patna were not aware of - the beauty of Bhagalpuri silk, the forgotten wedding and birth songs from Mithilanchal, and so on.

Author: Frank Krishner

Video in the ELT classroom

I have been using video technologies in the classroom since the late 1980’s. From videotapes to DVDs and streaming video from the Internet, the visual mode is still the most powerful and popular medium of communication. Far from being mere entertainment, carefully chosen films are, in fact, useful and highly motivational teaching tools for practicing listening skills and stimulating speaking and writing.
Though video technology became affordable in the late 1970s, video became an even more widely available teaching aid in the next twenty years or so. Today, although the CBSE[1] recommends the use of selected films in the classroom, its penetration into everyday classroom practice and course/syllabus design hasn't been deep. In fact, the video is still an outsider in over 90 percent of Bihar’s ‘English Medium’ classrooms. It’s a shame that even in University classrooms, the number one teaching aid at an ELT teacher’s disposal is usually a stick of chalk.

How can teachers use video in the classroom? Most often it is used either to present students with spoken language input for listening practice or to elicit student language output via speaking or writing. Videos may also illustrate cultural and nonverbal behaviour and can also be used for teaching a variety of content (e.g., “about” linguistics) and skills (e.g., media literacy, literary criticism, comparing book and film versions). [2]
Looking back at the early days, it may be recalled that the first pedagogical practice was the direct adaptation of existing methodologies to incorporate the new technology. The 1960s and 70s had seen the emergence of the functional/notional approach to describing and teaching language, and this had begun to substitute transformational grammar as the main underlying principle behind materials and course design. One example is the appositely titled "Video English", a series of videos which took the main functions of the English language (e.g. greetings and introductions, asking for and giving information, etc.), and developed short sketches around them. The videos were accompanied by useful teaching notes, classroom activities, transcripts, suggestions for teachers and additional language material.

I use videos in several ways in my language classes. Actually, there are broadly three kinds of videos that I use. The first category is gleaned from BBC English language teaching resources. These are specially designed teaching videos that are developed around a teaching point and come with a downloadable script that can be very useful for teacher and student alike. The second category is popular films and episodes from television series.
The third category – which the teacher in India can acquire with a little bit of resourcefulness – is the adaptation of authentic TV and video material for language teaching. Two examples are the BBC's "Television English" series, in which excerpts from (mainly non-dramatic) UK broadcast TV programs are the focal point for well-written language learning activities, and Sony Corporation’s teaching materials based on a limited number of major feature films.
In addition to these three main categories of video resources, there is content or theme specific course material such as “Business English" and "Tourist English" videos, as well as courses using cartoons, aimed at children.

How does one use video in the classroom? Like other ELT practitioners, I have developed my own techniques. These techniques are far from new. One such technique is silent viewing. The students view a sequence, for example of a couple ordering a meal in a restaurant, and then attempt to generate an appropriate dialogue for the scene. The actual dialogue can then be used as a model from which to adapt the students' efforts. Alternatively, if the students are already familiar with the dialogue, they can use the silent re-viewing to reproduce the conversation. The reverse technique is to play the sound only, and have students discuss what the scene might look like. The teacher may also make good use of the ‘pause’ or ‘freeze-frame’ option, to check comprehension and to answer unanticipated questions. In some viewings, students should be encouraged to indicate if they want a pause in the viewing to pick up on points of confusion or general interest.
There are a number of features found in real spoken language but not in typical teaching materials. Real people mumble and talk with food in their mouths; some speak rather rapidly and use nonstandard forms; they incorporate different levels of formality and colloquialisms; they talk in incomplete sentences and use all sorts of pause fillers, hesitation phenomena, and the like. Differences in speech may be found from those of different regions, ethnic groups, social classes, ages, even gender. Speech is full of variety and ambiguity and students need to develop some ability to deal with this, even if it’s just to learn how to ask for clarification when they don’t understand something. Using video examples, teachers can guide students do deal with language as it is really used.[3]

Normally, however, merely watching and listening is not enough in the classroom. Teachers have to structure activities around the video. We may have the students summarize the plots of movies or entertaining TV shows; they may be encouraged to describe specific scenes or characters in detail. For news or information programmes, students may be encouraged to locate specific information by looking for the answers to WH-questions such as What happened? To whom? Where? With some other stories , they may be interested in discovering he answers to: What is the problem? What are the effects? What caused it? Are any solutions suggested?
The abovementioned activities incorporate listening and understanding, as well as writing down key information, and talking about the video with others. The activities might take the form of comprehension questions (multiple choice, ticking off, or completion), note-taking, and discussion. The students may also be asked to fill in blanks in the transcript while listening or to focus on certain lexical and grammatical usage. This, of course means that the teacher has to do his (her) homework well, planning out the activities and developing the task sheets that are to be used in the class.

On a more practical level, where the classroom is fitted with a television and cable connection, such as the one we have at the Department of Communicative English with Media Studies in Patna Women’s College, it is possible to let the students have access to English news programmes aired on satellite channels such as NDTV 24x7, Times Now or CNN-IBN. The English news on Doordarshan can be a fairly useful tool to help beginners with weak vocabularies and limited exposure to the spoken word familiarise themselves with registers.
The television programmes that I have found most useful are those that relate directly to the students’ worldview. The popular chat show ‘Koffee with Karan’ , NDTV’s talk show ‘We the people’, and the quiz show ‘Are you smarter than a fifth grader?’ can be potent language teaching tools.

One of the great advantages of video is that it provides authentic language input. Movies and TV programs are made for native speakers, so in that sense video provides authentic linguistic input. Students in Bihar are usually taught to memorize some grammar rules and vocabulary; the actual ability to use the language may or may not follow. When faced with a real native speaker, they panic. The unfortunate situation prevalent today, especially in the ELT ‘teaching shops’ is that ELT teachers in are not native speakers of English, and in this context, the judiciously used film/TV show can be used as a substitute for the ‘authentic’ native speaker.

[1] Central Board of Secondary Education
[2] Katchen, J. E. (1996). Using authentic video in English language teaching: Tips for Taiwan’s teachers. Taipei: Crane.

[3] ibid


Author: Frank Krishner
Frank Krishner is a journalist, film-maker and documentation specialist who has authored the weekly column “Wordsmith” on English usage in the Education Times (Times of India). He has been teaching mass communication at Patna Women’s College for the past decade.

Glory Days: Patna as education hub?

The early 1900’s brought students from other states and neighbouring countries to Patna for education, will the 21st century see the resurgence of Patna as a destination or quality education? The jury’s out on that one, writes Frank Krishner

Every June, outbound trains and planes carry significant numbers of freshly graduated high school students towards colleges in other cities: Delhi, Mumbai, Bangalore, and even to towns such as Indore and Gangtok. These youngsters leave home and wing their way to mainstream and vocational courses, battling it out in competitive examinations, braving inhospitality and swallowing their pride because they believe that colleges, institutions and universities outside the state will give them a better deal.

Observers say that times are changing and that this tide may soon be stemmed. They point to the many ‘franchisee’ schools: the ‘big brands’ of private education that have set up shop in the State capital. Vocational courses that lead to better paying pay-packets are no longer exclusively available in the Metros. Bihar can boast of several players of national and international repute that promise world-class education right in the heart of Patna. Be it media studies, animation, radio and television, foreign language courses, business management or fashion designing, there are institutes that offer these courses right here.

TRYST
“Patna’s tryst with modern education started way back in the 19th century. Schools like St. Joseph’s Convent and St. Michael’s have traditions that span over 150 years,” says Anne D’Costa, who taught at the latter school for over 25 years and who now lives with her equally famous footballer and teacher husband Rocque D’Costa in Mumbai.

Patna College dates back to 1912. Patna Medical College and Bihar National College gave India and the world some of its brightest luminaries. The American Jesuits started St. Xavier’s, and the American Bishop Sullivan started Patna Women’s College in the tempestuous years of 1939-40. They read the signs of India struggling to break free from British colonialism and encouraged their students to prepare themselves to take on great responsibilities in the New India. Students travelled from Bengal, Orissa and neighbouring countries to schools and colleges in Patna.

PASS WITHOUT ENGLISHIn the seventies and eighties, Patna saw several upheavals, not the least in the field of education. There emerged a new category on the Matriculation certificate, “Pass without English”. The venerable Catholic / Protestant aristocratic English medium school ethos: stolid and elitist, underwent a drastic change as the Jesuits shifted gears and opened the floodgates to Dalits in their new-found ‘option for the poor’. Upper class Patna watched aghast as trusted traditions were thrown to the winds and first St. Xavier’s, and then St. Michael’s reversed gears and became Hindi medium schools. This resulted in the opening of several privately run English Medium Schools run by Anglo-Indians, the most famous of which was set up by a certain Alfred De Rozario.

ASPIRATIONAL LANGUAGE

“Let’s face it. English is the aspirational language of Bihar. In spite of all attempts to portray Bihar as a rustic place which has no place for English, several private English Medium schools opened in Patna,” observes journalist and educator Allen Johannes. “Schools such as Rose Bud, St. Karen’s, St. Dominic Savio’s were started and flourished. Soon other schools such as DAV and Krishna Niketan opened: all of them teaching with English as a medium of instruction.”

Post-modern, technology-driven, globalised India has an entirely different set of aspirations and values, and the shift is evident in the choices made by the prospering middle classes of twenty-first century Bihar. The air-conditioned designer schools have made a mark in Patna. If money is no consideration, one needn’t pack their kids off to strange boarding schools when brands such as DPS, Radiant, and Zee have arrived and unpacked their wares.

Gyan Niketan School Director Anita Kunal attributes the success of the institution to the dedication and devotion of faculty and students to their respective duties. “Team work, utmost sincerity and honesty towards been our USP. We just don’t rest on our laurels and allow complacency to sneak in. We are constantly challenging ourselves to set new but realistic standards,” she says. She denounces too much attention being given to academics alone. “The general tendency is to stress too much on academics once the students reach the 10+2 level. The extra curricular activities and personality development aspect of education which are an integral part of the process are given a backseat. This should be avoided. The idea is to attain equilibrium between studies and all round development, without which education loses its essence.”

Coomar Anunodaya, who runs the Krishna Niketan chain of schools says that the imparting of cultural values and sanskar are the basis of education. “In our schools, we do not stress only on grades, life skills are an integral part of education. The girls are taught how to be good daughters, mothers and daughters-in-law as well. Family values are important.” A similar line of thought is also held by the Premalok school, which has sessions with spiritual leaders as part of the curriculum.

There primary reason why the demand for higher education and traditional courses in the state suffer and students migrate to outside institutions is that little placement assistance is provided by Patna colleges, says College of Commerce (Magadh University) Principal Suresh Prasad. “This deters them from opting for courses from Patna institutions which don’t provide them with access to employment opportunities.”

There is evidence that the benefits of education to individuals and society are enhanced when its quality is high. For example, better learning outcomes – as represented by pupils’ achievement test scores – are closely related to higher earnings in the labour market; thus, differences in quality are likely to indicate differences in individual worker productivity. Empirical research has also demonstrated that good schooling improves national economic potential. The quality of the labour force, again as measured by test scores, appears to be an important determinant of economic growth.
[Photo by FK: Boys in a government shool in Madhepura, Bihar March 2009. This article was published in the Times of India in April 2008]

Author: Frank Krishner

Jaswant Singh at the Patna Golf Club

“People in villages losing confidence”: Jaswant Singh

From Frank Krishner

The country faces a crisis of governance, and this is the root of several problems India faces today, former external affairs minister Jaswant Singh told a section of Patna’s intelligentsia at a private function on Saturday [17 Jan]. Mr Singh, while delivering a talk on “The State of our Nation: Our Challenges, our Response” to an apolitical gathering at the Golf Club reminded his listeners that India still lives in her villages, and when the people in the villages lose confidence in governance, the administration ‘loses control’. The rise of the Maoists in parts of the country is the consequence of this loss of faith in governance, he said.

The challenges before us are economic, diplomatic, and political. Our legislators treat Parliament and the state legislatures as perennial election platforms, the veteran parliamentarian pointed out. Several statutes in the law books are out-dated, he remarked.

Touching on the November terrorist attacks and the aftermath, Singh, who briefly held the portfolio of Minister for Defence in 2002-03, spoke of the changing nature of security and national defence requirements. He also pointed out that legislation alone – the creation of more ‘anti-terror laws’ – is not a solution, and may prove problematic in the long run. He expressed his anguish over what he clearly perceives as India’s tame diplomatic strategy following the Mumbai terrorist attacks.

Reflecting on his tenure as Finance Minister of India, he dwelt on the initial challenges he faced at a time when the country was in the throes of an economic downturn. He realized that the key to economic resurgence was to enable the ordinary housewife to feel that she has some money in her hands – “it’s a tactile thing,” he affirmed, looking towards the ladies in the audience,” the lady of the house should be able to feel the money in her hands, money that can be spent for school fees, or food, or groceries.”

Dr. Shanker Dutt, Dr. Muniba Sami, Mr and Mrs. Tapan Ghosh, Mr Manik Vedsen, Secretary Golf Club, friends of Mr Raghvendra Singh IAS Principal Secretary to Jaswant Singh organised the talk. In the distinguished audience were Mr Justice Shiv Kirti Singh, Mr Justice Sudhir Katriar, Mr Justice Samarendra P.N. Singh, former LNMU Vice Chancellor Dr J.P. Singh, and Industrialist Mr S.P. Sinha.

Mr Jaswant Singh was his affable self, and despite his discomfort from a previous lumbar injury, aggravated by ‘Patna road conditions’ chose to speak from the podium.

Speaking in an informal manner, he gently drew attention to the deterioration in public life, and the ills affecting even the judicial system, especially among the lower judiciary. The ordinary citizen has begun to perceive the legal and administrative system as onerous and frightening, he stated, and indicated that the challenge for all would be to make the system citizen friendly.

Earlier, Dr Shanker Dutt while introducing Mr Singh, spoke of his various accomplishments: author, academician, army officer, polo player, parliamentarian, traveller, and golf enthusiast. The President of the Patna Golf Club Mr Justice Ajay Tripathi proposed the vote of thanks.

It was a pleasurable experience to listen to this distinguished speaker and Parliamentarian. The question session that followed was lively, and though the audience steered away from colouring the evening with ‘politics’, it was evident that the alumnus of Mayo College and the National Defence Academy didn’t think much of the current central leadership, though he was gracious enough to admit that the present problems were the result of low quality governance over the years and the rot spans across the political divide, bringing within its ambit parties of all hues and men of all persuasions.

Author: Frank Krishner

If only we had the same opportunities….

Sadhu Manhji squats on the floor on the veranda of Bahuada primary school. He wipes the sweat of his forehead. Bare bodied and dusty, he has interrupted his work in the fields to come to the school and talk to us about the new initiatives for education happening within his community. He is a member of the VSS, the school education committee.

“This generation has opportunities to go to school that we never had. And all our Musahar people must realize this. The efforts of the government to give our children an education are sincere. Our own people must take advantage of this and demand for education,” he says.

Thanks to an initiative by local Mushahar youth called Navachar Kendras, backed by the State Government tHrough the SSA (Sarva Shiksha Abhiyan), 138 Musahar children of primary school going age have been identified, and all of these have been enrolled in school, he says.

“I did go to school. I remember that I was in class two when things began going against my education. We would have to walk for some distance and go to the school. We would have to pass the fields belonging to the land-owners. The farmers would tell us that we had no business going to school. The bigger boys who belonged to the farmer caste would threaten to break our legs if we went towards the school. My own parents, fearing for my safety, or even for their lives said that it was our lot to work in the fields and that we could never hope to have foolish dreams of becoming officers. This was how things were twenty five years ago.

“Today, I am a member of the School education committee in this village. Whatever these volunteers [Tola sevaks] are doing, they are helping the children complete their education. They are taking the children by the hand and making them sit in the classrooms. The teachers are accepting these Musahar children. In our time, we would have to sit at a distance from the rest of the students, because we were regarded as smelly and dirty,” says Sadhu Manjhi with feeling.

At Pitvans Mushari beside the Punpun river, a young man named Birju speaks up. “The Musahars have always been outside the social circle. Even though there were winds of change blowing all around us, they didn’t touch our lives.

“Not only me, but practically every male above ten or eleven in my family had to find some sort of means to survive– servant, helper, brick carrier, factory worker. If your parents are busy the whole day to scrape together a handful of food, how can you go to school? You are left to survive as best you can. I studied in the school for about three years, but reality took over. I had to earn my living, so dropped out.

But now, things are very different. I would want my children to go to the school. Because they will be able to benefit. In the evenings, the tola sevak will coach my children as well. It is wonderful that educated persons from our own community are engaged in this process. This is a positive move by the government. No doubt there are problems, but this is a beginning. I am happy to say that I urged my relatives to support the tola sevak Ganauri Manjhi. This child in my arms will also go to school one day. Instead of just complaining about how we are being neglected, it is our duty to become a part of our own children’s development,” Birju asserts.

Ninety Musahar children of primary school going age were identified from the Pitvans area and all have been placed within the school system.
Photos by Frank Krishner
1.Sadhu Manjhi [right] at Bahuada PS

2.Birju Manjhi

Author: Frank Krishner

CANDLES FOR REMEMBRANCE

The time has come to remember those we have lost to AIDS. This is no remote AIDS campaign. This is an evening to remember friends, families, neighbours, lost to the pandemic.

We joined this international candlelight memorial movement in 2001, and we managed to raise the State AIDs Society out of its ostrich like slumber.

This Sunday, at 6 PM at St Xavier's School, Gandhi Maidan, Patna, join ACT India [Aasra Charitable Trust], supported by the Student World Assembley and Student Global Aids Campaign for a one hour memorial of music, poetry and reflection in memory of those we have lost to AIDS.

Several people and organisations have joined hands with us, since this is a community grass roots event. St Xavier's school has donated space. Rose Bud, Nav Deepti Academy, and several other schools have prepared items for the event.

SAMAR, a local youth group has also joined hands in helping us organise this function.

Contributions in cash or kind are welcome - this will help us defray expenses.

More information can be found here

http://fragbows2.blogspot.com/2008/05/light-candle.html

Author: Frank Krishner

Reaching the last child

Twenty one year old Naheed Parveen has discovered a new passion. Whenever she visits her friends and neighbours, she asks about the health and progress of the small children around. ‘I keep a look out for news of new born babies, so I can motivate their parents to immunise them against polio,” she says.
While the eastern Indian state of Bihar grapples with an alarming rise in the number of poliovirus infections in the past year, unreached children continue to remain vulnerable in certain pockets.
Naheed is one of the 300 community mobilisers under an expanded SMNet programme who help build a bridge between their communities and the programme, helping to break down resistance and ensure better quality operations and reach to vulnerable children.Two years ago, Naheed’s grandfather, a Muslim cleric, had a marked apathy towards the Pulse polio programme. Today, announcements about the usefulness of the vaccine are issued from his mosque in one of Bihar’s ‘vaccination unfriendly’ blocks.
“Two years ago, vaccinators would be chased away from this neighbourhood,” says Najma Parveen, the block mobilisation coordinator who inducted Naheed into the Polio social mobilisation network. “Naheed is a bright girl and a college student. Her grandfather is a respected religious figure. Our vaccination team, who often had to face verbal abuse and sometime physical threats in the past, now reaches infants in the same problem areas, because the Maulana’s granddaughter accompanies the vaccinator.
“It wasn’t easy for a girl with my family background to step out of the house. My father gave his permission grudgingly when I pointed out that the honorarium for the job would help me pay for my college books. My grandfather finally came round to understanding that the polio vaccine did not have any side effects like making babies barren in later life. So he allowed announcements about the polio programme to be made after religious gatherings at the mosque,” Naheed says.
A local woman says firmly, “We only allowed our children to receive vaccination because the Maulana’s granddaughter personally accompanied the vaccinator, and we have her word that the vaccine is safe.”
Naheed says that motivation is an ongoing task. “I also ensure that the new born babies receive the complete immunisation package by accompanying the mothers to the PHC.” In traditional Muslim households, the women refrain from moving out of the locality on their own.
If refusals to the polio vaccine in Bihar have come down to 0.1 percent over the past three months, it is largely because of the consistent efforts of community mobilisation coordinators, Block Mobilisation Coordinators and the SMnet teams.
Community mobilisation coordinators work with the womenfolk in the family on a regular basis, assessing their needs and devising localised strategies for outreach.
Shagufta Naaz, a CMC in the Tripolia locality of Gulzarbagh block overcame the resistance of traditional Muslim families by donning the burkha (hijab). Says Shagufta, “Women in my family don’t usually wear traditional Muslim clothing, as is the case in most middle class educated families. However, I realised that to successfully ensure complete coverage in my area, I would have to penetrate families with a very traditional mindset. When I began using the burkha, I found it far easier to achieve rapport. I was not treated with suspicion. There were 19 refusals in this area four months ago. As of today, there is only one family left uncovered, but I am sure that with a little help from the local community influencers, we will be able to vaccinate the last child within the next two days.”
Shazia, a CMC from the Sher Shah Gali area, holds non-formal classes for small children in front of her house. “Some women asked me if I could teach their small kids, and I agreed. After all, as an educated young person, spending an hour helping children is time well spent. It also helps me influence the women to look after the children better,” she says. Shazia states that several women have begun to have their children vaccinated when their husbands are out of the house. “Even if the husbands resist, the women have begun to understand the importance of protecting their children from the polio virus.”
“Local influencers are an asset to the polio communication campaign,” says Naheed, “the success of a mobilisation coordinator can be measured by the number of local leaders she can network with to come out and support the vaccination campaign. We also support Anganwadi workers to update the list of newborns so that ICDS services can also reach the children.”

Author: Frank Krishner

Meena teaches and entertains

60 children from 13 schools were invited to Abhivyakti 2008 to take part on a special Meena animation film appreciation workshop sponsored by Kalyanpur Cements, one of Bihar’s leading cement brands.

Abhivyakti is the bi-annual documentary and short film festival held at Ravi Bharati, Patna.

“I don’t think that only boys bully girls, the bigger girls in my school also bully smaller ones,” said Aditya Kymar of Don Bosco Academy.
“It is a very bad thing, teasing and making fun of girls. Big boys and naughty ones do it along the roads. If a girl has to pass that way, she will feel frightened. A girl who is harassed should complain to the teacher or her parents,” said Aparijata, a 14 year old girl from St. John’s Academy.

But what happens if the girl being teased belongs to a very weak section of society, and the boys who block her way to school belong to very powerful village families?
The students got together to enact their own version of the Meena film “Whose afraid of bullies”. In their story, the parents were powerless, and the teacher afraid to take action, but the children persuaded them to take the matter to the Panchayat.

The Meena animated series of films that raises several issues is an excellent value education tool, and this has been demonstrated by me several times at various AASRA Charitable trust media workshops for kids. The Meena workshops at the video festival at Ravi Bharati were a bi-annual feature, and we were always thankful to Mr Augustine Veliath, the Child Rights Officer at Patna (now in Delhi) for his unflinching support till 2004.

This year, Kalyanpur Cements, who are known to support local community building initiatives, readily helped us out with the required funds, thanks to Mr Faisal Alam, the Vice President sales and marketing. Mr alam visited the workshop and praised the kids for their presentation and acting skills.

The film “Ladki hi hoga” based on the desire for a male child, had the participants marking out things girls were not allowed to do at home and in the neighbourhood. The list was long indeed. Then the boys listed things that they were not allowed to do, even if they wished to: some said they were not allowed to enter the kitchen, others said that they were scolded if they touched a broom or washed clothes. “Girls can wear jeans, but we are never allowed to wear girls’ clothes,” piped up twelve year old Prem from Nav Deepti school. Aman Sinha from Don Bosco said that his mother insisted that he help with the housework, so he had the freedom to wash, cook, and clean.
The children worked out ways to end stereotyping in their neighbourhood and among friends. “In the modern world, it makes good sense to learn cooking, or else when we go away from home, we’ll face trouble,’ said the boys.

The film “Ek Ladki ki kahani” brought home discrimination because of lack of knowledge and fear, and enabled the participants to talk about HIV AIDS and broader issues of discrimination. The film on dowry, had the children discussing the futility of laws that cannot be imposed because they do not have general acceptance. It also brought about the misconception that city dwellers have that villagers are fools and out-of-date. The Meena film showed that an aware village headman and enlightened citizens could resist the machinations of crooked city dwellers.
The show was compered by Miller school student Alok Kumar. [in photo handing over the memento to Mr Faisal Alam]

The children had loads of fun. There were games, snacks and a wholesome lunch that was part of the proceedings.

Author: Frank Krishner

Bihar's Muslims: in an educational Ghetto?

According to a Planning Commission report, only one per cent Muslim women and 3.4 per cent men in urban areas are graduates. In rural areas only 0.7 per cent Muslim men graduate and women graduates are too few to even register on a survey. Across India, Muslim literacy rate is 59.1 per cent, while the national average is 64.8 per cent. And 90 per cent Muslim students drop out by the time they reach high school. FRANK KRISHNER examines the Bihar situation.

In terms of education, Muslims fare much worse than the scheduled castes and tribes across the country and the problem is more economic than cultural, say a broad spectrum of Muslim citizens.

“It just isn’t true that Indian Muslims are backward-looking and resistant to education. Poverty is the over-riding factor. There are few government schools in pockets where there is Muslim majority and that’s why the kids are sent to the Madrasa, not the other way around, “ says Hasan Nezani, Principal of Patna Muslim Science College. Nezami, who once taught at the Military school, Ajmer, returned to Patna as the Principal of the Patna Muslim High School. The school, established in 1938, was reeling under several problems, including low attendance. Nazrani turned it around, lobbied successfully for its affiliation to the CBSE board, and today it stands as a much sought after provider of secondary education among the community.

The contribution of the community to education in this state has been significant. In Bihar, there are several secular and forward-looking Secondary and Higher secondary schools run by this minority community. In Patna, Rose Bud School ranks among the best English medium schools affiliated to ICSE. Its name is a reference to Pandit Nehru’s favourite flower and symbolic of his love for children. Mrs Rizvi, its founder principal is well known for her unflinching commitment to secular and democratic values. Rose Bud, as also International School are co-educational institutions whose alumni come from all sections and communities.

“It is not a fallacy to say that Bihar Muslims are in a ghetto in more ways than one,” says Meher, a Mass communications undergraduate. “The way to get them out of the ghetto is through modern education. A small number of families of Muslims are middle class or upper class, and these families usually form their own social group. Unless the boys get modern education, they will not get proper jobs, and the community will remain as it is.”
Interestingly, Meher is just one of over 24 Muslim girls studying mass communication in the two media related departments of Patna Women’s College. For the past three years, about twenty percent of the students of Communicative English come form the community.

However, the picture with reference to primary education isn’t as encouraging. Many Muslim parents do want to send children to government schools and learn English rather than send them to Madrasas. Surveys and complaints to Waqf boards show that government schools in Muslim-dominated areas are too few. The Sarva Shiksya Abhiyan, seems to have met roadblocks in Muslim areas, says Nezani. ‘The main reason why the children are being sent to the religious schools is because they are given ‘bhojan’. If only some financial help could be availed of, things would be different.
Recently, the spotlight has been on the Justice Sachar report on the condition of Muslims. The Sachar Committee, looking into the representation of Muslims in every sphere of national life, has not yet tabled its report. The Planning Commission already has an action plan for Muslim education. It’s proposing a scholarship of Rs 1,000 per month to every Muslim girl in the country and an incentive of Rs 10,000 to higher institutes for every Muslim graduate. No doubt, it is a radical plan that will involve an outlay of Rs 6,000 crore.
A working group on education for Muslims, appointed by the Planning Commission, has submitted a roadmap for making education more accessible for Muslim children, especially girls. It’s heartening to know that there are a some modern schools for girls being run by the community, which cater to all sections of the society in Bihar, however more needs to be done as large numbers of Muslim girls continue to be kept home.

There is a sense of urgency in these Planning Commission recommendations. It is imperative that all young people be empowered to access gainful employment. No section of society can be left behind, if India, and Bihar for that matter, is to move towards meaningful development. The roles of the members of the community who are actively promoting modern education are the key to the aspirations of the Indian Muslim.

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Strengthening Values in Education

In ancient times, education considered the privilege of the priests and the ruling classes. The ability to read, writer and cipher ensured their dominance over the labouring classes and the peasants. The industrial revolution, and in particular the invention of the rotary printing press catalysed the downward dissemination of literacy.

Henry Steele Commager, said “Progress implacably requires change. Education is essential to change, for education creates both new wants and the ability to satisfy them.” The need to spread the ‘light’ of education to the great-unwashed as a ‘fundamental right’ is not unconnected with basic capitalism and the need to expand markets and create wants.

The ‘values’ transmitted to early students were essentially ruling class values. The art of warfare, diplomacy, knowledge of epics that invariably extolled the virtues of the priests and the warriors. The ‘Public School’ in England, and the “Private School’ in America existed to prepare a privileged ruling class. The Missionary Schools which mushroomed from the nineteenth to the mid-twentieth centuries , were basically vehicles to ‘teach the natives their rightful place in society’ which basically served to grease the wheels of colonialism.

Today , we have a Constitution that declares us all equal.
But the education curricula prepared for the so-called ‘non-formal’ centres or primary schools serving communities of Musahars, Chamars, Bhuiyans, and other marginal castes and tribes, shows an absence of respect for their values and customs.
How many lessons are drawn from their own reality, their folk-lore, their customs? Yet we talk of ‘mainstreaming’ the backward communities.

In our text-books, is there a single text which lauds the work of Dashrath Manjhi? How many passages are drawn from the writings of Dalit authors? How many passages laud the dignity of labour? In our Language papers, do we ever have our children write an essay on “One day as a brick-layer” or “The contribution of scavengers to the health of our city”?

Do we praise equality, but teach inequality? Mahatma Gandhi, the Father of the Nation, cleaned latrines. He broomed human excreta in an era where untouchability reigned supreme. He was upper caste and upper class. He taught equality and the dignity of labour by cleaning latrines. Gandhiji set an example in the teaching of values.

Let Parents and teachers live the values they teach. Global warming should be combined with a personal conservation of electricity. Can you teach cleanliness if you yourself throw garbage on to the street? Discipline should be taught by your own adherence to traffic rules, bank rules, standing in queues, waiting your turn.

Parents and teachers should live their values, educational values will automatically be strengthened.