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Footprints In Time A LONGITUDINAL STUDY


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Footprints In Time A LONGITUDINAL STUDY

Vikramshila Education Resource Society

(a study for naba disha)

2014


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F T

A Longitudinal Study of Vikramshila’s Education

Programme 2014

This study has been made possible by

the support of Sir Dorabji Tata Trust

First published 2014

© Vikramshila Education Resource Society

All rights reserved. No part of this publication may be reproduced,

stored in a retrieval system or transmitted, in any form or by any means,

electronic, mechanical, photocopying, recording, or otherwise, without

the prior written permission of the copyright owner.

We would like to thank Dr. Bratin Chattopadhyay for taking

special interest in this work and guiding our research team.

The study would not have been possible without the combined efforts of

all the teachers and students of Vikramshila’s education centres.

Published by :Vikramshila Education Resource Society

256B Prince Anwar Shah Road

Kolkata 700 045, West Bengal, India

D: +91 33 2422 4855, e : [email protected]

www.vikramshila.org

Designed and printed at :

Typographia3 Bow Street, Kolkata 700 012

D: +91 33 4003 7687/3295 0102, C: 9830105753

e.mail : [email protected]


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Footprints in time..Education is freedom. From the time of my birth,Learning new skills, new sounds, new images.

Education is my freedom.Learning in my family,Learning with my friends,Learning about birds, trees and many more interesting things.Education is my freedom.Please, Teacher, make it fun,Make it relate to me,Help me to learn at my own pace,Help me to learn new skills,

Help me to learn values for life,Help me to enjoy reading,Help me to discover,To get excited about new knowledge,And if it helps me to get a job that will be good, too.But most of allHelp me to be free.

Sarojini Vittachi

Footprints in time …


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Foreword

Over the last 14 years, the Naba Disha education centreshave been an island of hope and freedom for hundreds ofchildren from streets and slums of Kolkata. These learningcentres operated by Vikramshila in association with Kolkata

Police have truly demonstrated the meaning of education:“To bring forth the hidden”. Be it the founders, the man-agement, the trainers or the real heroes, the teachers at thelearning centres, believing in the potential of every child,and their right to experience the joy and freedom in educa-tion has remained the core ideology at Vikramshila.

Through the lens of 16 youth alumni of Vikramshila, thisstudy is an evidential representation of these ideologies of joy and freedom, and emancipatory education at work in

the Naba Disha programme. This narration by the youthgives a longitudinal perspective on the process of unfold-ing of these children into proud and confident youth. Someof these narrations also weave in to substantiate the threeaspects of education included in this book: Education as thenecessity of modern existence, New Pastures, and Construc-tion of Knowledge.

“Education as the necessity of modern existence” high-lights the modern facade about education for employment

versus education for education. This perspective doesn’tmerely remain a stand as the book substantiates it with thelife journeys of these 16 youths. For them, the real experienceof education brought self-respect, confidence, and skills tolearn and adapt which helped them unfold as better humanswith a dream and plan to work towards a career versus a job.


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“New Pastures”, narrates different interventions in art,project based learning, and on-field initiatives with Kolkatapolice which adds to the overall-holistic experiential learn-ing at Vikramshila’s education centres. The narration alsodescribes the rarely explained relationships between theseactivities with the cognitive skills of reflection and analyses.

“Construction of Knowledge” reinforces the ability of thechild to learn and construct his or her knowledge. It furtherquotes the concepts of emancipatory education and value

of dialogue by Paulo Frierie which is very much a part ofpedagogy at the centres. One of the striking examples wasof one of the Nabadisha boys who made and posted a “nosmoking” poster in his classroom for a government teacherwho dared to smoke in the working classroom.

These chapters are followed by case studies of 14 youthsdescribing their journey from out of school to being respect-ful and contributory citizens in the society. The spirit androle of Vikramshila in bringing change in the lives of these

youths is commendable Sir Dorabji Tata Trust is proud tosupport Vikramshila for their commitment to educationfor the underprivileged children in West Bengal and lookforward to see them as an apex institute of education andteacher education in the East.

Dr. Amina Charania

,


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Acronyms

The story that begins 11

Methodology Adopted 13

Hello meet the New Us! 17

Education as a necessity of modern existence 19

New Pastures 21

Constructor of Knowledge 24

Through Children’s Lens Appendix

Content


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BITM : Birla Industrial and Technological Museum

CRY : Child Rights and You

IICP : Indian Institute of Cerebral Palsy

NCF : National Curriculum FrameworkND : Naba Disha

VERS : Vikramshila Education Resource Society

Acronyms


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Systems of education evolve when alternatives to the mainstream areabsorbed by it. The history of education in India is one of the unfulfilledcommitments from the time that the constitution promised to provideeducation of all in the following years. The target has been extended timeand again, but the dream of appropriate, accessible and free education

remains a chimera. Now more than ever before, education has becomeenmeshed in controversy, the inadequacy of apparatus that is the call fortoday - have become subjects of intense debate across the country.

In the late 1980’s, Vikramshila Education Resource Society started withthe aim of improving quality of non- formal education provided by theNGOs. Wherein, Nabadisha Educational Programme, an education basedinitiative for street children; targets to provide an all-round basic educa-tion to enable them to join societal mainstream.

The innovative educational program of ‘NabaDisha’ initiated primarily

by Kolkata Police in 1998 implemented and developed by VikramshilaEducation Resource Society.

The socio-educational function of the Vikramshila Educational ResourceSociety-Kolkata Police initiative elementally differs from similar main-stream initiative of educating under privileged child. Main-streaming,here would refer to not only educationally or academically mainstream -ing the individual but also taking into account the social mainstreamingof the individual as well; to give the individual an opportunity to witnessa holistic development both in terms of education as well as social.

ND started its career on 25th, July 1999 , as a joint initiative betweenVikramshila, Kolkata Police and CRY, starting with five centers situatedin the demarcated as crime prone, sensitive areas of Kolkata.

Putting up physical facilities to establish a learning centre could have been a tedious job at hand but with the active support of the police per-sonnel not only was it made easier, but this also lend credibility to the

The story that begins


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FOOTPRINTS IN TIME

A Longitudinal Study

entire set-up. A space was curved out of the local police stations. Witness-

ing the police personnel actively participating in recognizing the out-of-school children and gathering them in the ‘school’ located in police stationsurely proved to be an unusual experience for the community.

By 2000 , ND children started joining mainstream schools marking thisto be an effective success indicator for the project. A success that saw NDactivities been expanded in five new centers. ND centers were expandingalong suburbs of Kolkata, broadening its umbrella beyond such ‘scholas-tic’ indicators. The children were seen participating in the Annual Sports

organized by Police as well as in traffic drills during road safety weekorganized by Police authority.ND came out as an initiative that seeked to enmesh child’s life experi -

ence into the domain of ‘education’, something that was proposed by awell-experienced and organized body of professionals negotiating withthe issue of educating children deprived from the opportunity and hasmutually rejected the formal system of education.

The programme was startedas a step to initiate the process of ‘inclusiveeducation’, while bearing in mind the two vital rights of children—Devel-

opment and Participation.In ND centre, children are divided into groups according to their learn-

ing levels and not their ages. The grouping is flexible because some areschool dropouts and have some residual learning, while most are with -out any knowledge of letters or numbers. The entire approach has beendesigned as learner-centric and participatory. Besides academics, thesechildren participate in sports, drama, music, art, and various other co-scholastic enriching activities.

What comes into the bigger picture with this study, are the innovative

methods of learning adopted and worked upon making the learning pro-cess fun for both the teacher as well as the students. Reforms coupled withthe emphasis on early identification of and intervention for these childrenin the reformative folds.

There is growing evidence with respect to studies conducted and sur-veys undertaken regarding the association between the immediate social


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environment and children’s physical as well as emotional well-being. The

following study conducted henceforth clearly indicates that the outcomesof environmental exposures early in life are often subtle but may havemajor consequences later in life, impacting health, development, produc-tivity and quality of life.

Involving a child or young person in their own learning as done byND teachers, can be seen as a vital part of assessing and supporting theirprogress. Involving groups or the pupil body as a whole can be a freshand effective way to tackle issues such as poor attendance or indiscipline.Meaningful involvement has motivated and provided impetus the youngpeople to learn, develop their views and values. As per the biographiesdescribed later in the study reflects the inputs that have gone into devel-oping children’s and young people’s independence, communication skills,problem-solving abilities, confidence and sense of personal responsibility.

M AThe study undertaken has been one of longitudinal in its approach.

The population of interest for this study comprises of children associ-

ated with Naba Disha for a considerable period of time. The populationthat is accessible to this study consists of individuals who are at presentstudents of ND, or who were associated with ND in various capacities.Hence the basis of this random sampling:n Time-span of the individual spent with ND (peference was given to any

child who has spent 8-10 years or more with ND)n Access point to children for interview (Students who are currently en-

gaged with ND or have been associated with ND).

Name Gender Age Education Year of Joining

Employed

Shyamsundar Yadav M 16 Science, XII 2003 N

Dhanu Mahato M 18 Commerce, 1 yr. 2000 N

Md. Danish M 16 Science, XII 2000 N

Bikas Das M 22 Commerce, II yr. 1999 Y


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Name Gender Age EducationYear of

Joining Employed

Rajesh Mallick M 18 Arts, XI 2009 Y

Basudev Baidya M 17 Commerce, XII 2003 N

Sanjoy Jadav M 20 Arts, XII 2004 Y

Md. Imran M 19 Commerce, XII 2000 Y

Madhu Kumari

Pandey

F 16 Commerce, XII 2005 N

Rahul Paswan M 18 Arts, XI 2005 N

Naima Parveen F 21 Arts, II yr. 2000 YMd. Ishaque M 21 Arts, II yr. 2001 Y

Muzahed Islam M 21 Graduated

(Comm.)

2003 Y

Nassir Hussain M 19 Commerce, XII 2002 N

Md. Saddam Hussain M 20 Commerce, XII 2000 Y

Md. Sarfaraz Nawaz M 19 Commerce, XII 2007 Y

F 1: Students profile

This resulted in a sample size of 16 persons who were interacted with,

for the study.

The profiles are drawn from 7 ND centres namely, Taratala, Hastings,

Lake, Narkeldanga, Watgunge, Garden reach, and Ekbalpore respectively.

On average, study participants were 18-20 years old and high school

graduates. The majority of participants constituting about 90% were male

participants wherein only 2 girls were interviewed.

The socio-economic profile of the participants can be bracketed as com-

ing from lower rungs of the society whereby their parents monthly in-come could be bracketed to be lying between 1000-2500 pm. A ghettoised

population limited to the geographical boundaries of their community

habitation (for instance, the Muslim community in the Garden Reach

area) intertwined with their livelihood occupations such as in the role of

mason, zari worker or tailor and mothers usually found to be employed as


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domestic helpers, were also marked in some cases as the migratory groupswho had migrated to the present geopgraphic locations in search of bet -ter means of livelihood and better, improved life-chances. The popluationhence interacted with had their own limited means to achieve the sociallyaspired goals.

An attempt has been made to probe further into the realm of how ed -ucation and ND per se has capacitated the individuals to come out of

these ghettoised set-ups and take a footing of their own especially in caseswhere it involves girl education who reels under the pressure of socialand religious conventions of getting married.

An attempt to interact with student populace who are involved in someoccupation as well as vice- versa has been made. Amongst the 16 partici-pants, 55% of the interviewee reported to be employed who spent an aver-age of almost two and one-half years (29 months) at the job they ever held.

A graphical representation of the populace interacted with could beinterpreted as follows;

Following the lines of unique case orientation, a cohort longitudinalstudy along with the biographical method has been undertaken.

It is an ‘end-of-the-line’ study whereby the outcome has been exploredthrough descriptive narrative(S)1. These may not supply any quantitative

1 Through Children’s lens, p. 21 onwards.

F 2: Education-to-Employment


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information through tangible numbers since a very ‘subjective’ approach

has been adopted.Whereby, analysis of an intensive account of a whole or portion of life,

with the aid of an unstructured interview has been presented. The ac-count has been reinforced by semi-structured interviewing and personaldocuments. Along with concentrating upon a ‘snapshot’ of the individu-als’ present situation, the biographical approach has enabled emphasisupon the placement of the individual within a nexus of social connectionsand life experiences (the life history).

An important sub-stream focussed upon is the manner in which therespondent has actively constructed a narrative of their life in response tothe social context at the time of interview.

In the upcoming pages we would get a glimpse into the narratives 2 asaccounted by the selected interviewees/respondents. The profiles hencestructured on the basis of these accounts have in itself provided an insightinto their academic, social and life with ND. An insight, that would helpus move in the right direction.

2 Ibid.


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Where we started from …

HELLO! Meet the ‘new’ us…


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This is a great question that stands posed before humanity at large—What should education mean? The mistaken view that most parents andmost of the young have about education is that it is just a means of liveli-hood — a means to equip for a career or for a profession.

True, it is to a certain extent that more and more professionalism is gain-ing ground among teachers as well as among students and education isconsidered to be just a means and not an end itself.

In this world of hectic activity all around; of life torn within with com-petition and competence, the young mind is left with no option but tothink of entering a course of education only for the sake of earning a de-cent living and lead a high profile life, if one can.

Those who fail to make to this high-up in life have to feel contentedwith something lesser — but should be with a job all right. So job- seeking

has become the be-all and ends all of all educational activity. Educationseems to be meaningless for them. That is why we find students in ourcountry keeping beguiling themselves, and their guardians by continuingto remain enrolled as students in one course of study after another only topostpone the evil day of living up with the unemployed lot.

So the question does knock at our doors to ask us, ‘what education actu-ally means and what should it actually do with the young mind?’

‘Education must go together with basic human values and teachersmust set an example for their students through action and deeds, notmerely by words. He further elaborated on this point by saying there istoo much stress on developing the mind and too little on developing a‘warm heart’, says The Dalai Lama. Implying that education should beused to bring more happiness and meaning into life, to narrow the gap between perception and reality. Such education with basic human valueswill be constructive and beneficial for the society.

Education as a Necessity of Modern Existence?


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This is what education really needs to do and that is what real education

is ‘Sa Vidya ya Vimuktaye’ — that is ‘education which liberates’. The mindshould be freed from the shackles of bigotry, from mere ritualism, fromfalse pretences of socio-religious fundas.

The moot point that starks us after reading these statements and thepopular ideal picture being painted in many words is,n What education as a term encapsulate?n What being educated does to one’s mind?n How does ‘being educated’ help one develop an opinion on or an out -

look towards various things?n Does getting education as earmarked by ones society, really affirms to

an emancipatory medium as suggested by all, a medium that is believedto improve ones life-chances3?As Avijit Pathak puts it, education4 , it is believed is inseparable from

our societal aspirations. As these aspirations/world views undergo a pro-cess of transformation with the changing times, so does the meaning ofeducation. We know that in order to be certified as ‘educated’, all of ushave to attend schools, study the appropriate texts, and pass innumerabletests at different stages of our ‘cognitive development’.

What characterises a human society is its ability to renew itself, because‘life’, wrote John Dewey, ‘is a self-renewing process’ (Dewey, 1966)5. And,this self-renewal, is not just the renewal of mere physical existence. It is,as Dewey argued, the renewal of the entire experience of the group- its‘beliefs, ideals, hopes, happiness, miseries and practices’. This entire ex -perience that ND has tried to bring forth through its intervention in thepopular established mode of education and learning can be seen seep-ing into the practices adopted and disseminated in the children and their

3 Life chances (Lebenschancen in German) is a political theory of the opportunities each individualhas to improve his or her quality of life. This concept was introduced by German sociologist MaxWeber, describing how likely it is, given certain factors, that an individual’s life will turn out a cer-tain way. According to this theory, life chances are positively correlated with one’s socioeconomicstatus.4 Avijit Pathak, Social implications of schooling: knowledge, pedagogy, and consciousness (Rain- bow Publishers, 2002) p. 16-17.5 Ibid; p. 8-14.


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fellow kinsmen. The alternative practices tried by ND teachers and sup-

port group via developing of different modules and packages of learning,through training of teachers for providing effective guidance to the stu-dents, have readily tried to re-model the educational practices as suitedto the particular needs of the receptors i.e. the children.

What ought to be realised is that acquiring certain levels of educationalong with soft skills has been the call of the day for better life chancesand to achieve a secure means of earning a livelihood that would givethem a stable social standing. Educating or enlightening oneself thereforecannot be solely viewed as renouncing this-worldly activities and wants,

but to acquire the basic necessities one needs to survive in the society thatis rapidly changing. Changing at a pace that is difficult to handle if oneis ignorant.

Education then comes handy when one achieves the basic level of un-derstanding to responsibly take his/her own position and forms his/herown perceptions to improve his/her conditions holistically. Why does being educated as a phenomenon becomes a silent yet roaring need ofthe day? At this juncture it becomes imperative to comprehend the roleplayed by Naba Disha or whether it had any impact (if any) in shaping

the lives of the children in question here. Also, to analyze if this impacthad a positive or neutral or a detrimental effect on the subjects chosen.This study attempts to gauge the depth of the axis of difference that NDmade by touching upon the lives of these children and has it done enoughalready in the light of the day that its absence would matter to anybody?

Hence, while undertaking this study, the paradigms held in mind tograpple with the study, were to foremost examine the progressive para-digm of education whereby experiential learning becomes the focal arenafor education.


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A thin, shy boy peeps into the room where I was sitting. Little did I knowthat he is the boy who is believed to have been one of the role model (s)in Naba Disha (ND). They say, appearances can be deceptive, alas, I neverthought that the shy looking boy had so much more to him, and yes hewas most certainly not ‘shy’. “ My teachers at Naba Disha believe that I am arole model for others in this centre. But to say that Vikramshila has been a role

giver to me. Vikramshila has been the foundation on which I have grown, mightsound a little dramatic but this is something I stand by”, says Shyamsundar,a 16 year old student who has been associated with ND for 9 years now.

The child in any learning centre is to be seen as an autonomous person to berespected, not just coerced, disciplined,and moulded by the adult. As an ideathis has been deeply focussed upon theactivities undertaken in the pedagogical

approaches at any ND centre.Students interviewed for the study

proudly exhibited their handicrafts andother craft material that they had gottraining/classes for. One wouldn’t be sur-prised if a student charms you with his/her artistic skills displayed in his/her paintings, stitching skills showed inher embroidered covers, dancing and singing talents or for that matter po-etry and writing skills. Regular and continuous engagement of students

with participatory creative endeavours have encouraged the children todevelop traits such as planning, interacting with the others involved ingroup, and has taught them to be creative, innovative and original in thesame length. The varied workshops undergone by the students of NDcentre has in some sense invoked the values of perseverance as well asobservation and reflection

New Pastures


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The skills necessary for successful achievement in many subjects are

regularly put to practice in such adaptations. For example, most art skillsrequire observation and reflection. Children must observe their subjectmatter and then reflect upon the best way to illustrate real life via art.Observation and reflection are important skills for problem solving inmath, writing and science. When children are faced with projects thathave specific goals in art, they tend to formally or informally, formulateworking hypotheses for achieving their goals. And also eventually judgethe results, gather data and evaluate their success.

Pointers like these could be traced in the social science project wherein

students from the Garden Reach ND centre creatively spun the MetiabruzProject – a woven product displaying the local history of the geographicarea via graphics and charts. Along with the visual aid was a song pre-

pared by the young students of the cen-tre narrating the history of the same.

Outside curriculum and book, extra-curricular pursuits helps children thinkglobally, which is necessary in today’sworld. Through works of art, children

gain exposure to diverse cultures andviewpoints. The images they view in art,along with those that they create, helpchildren become aware of a world be-yond that which they see on a daily ba-sis. A global attitude assists children inaccepting others from different cultures.

In today’s world, acceptance and aware-ness are invaluable traits that a child can carry into adulthood.

In words of Naima Parveen after she took the computer classes withKiran6 along with ND’s career counseling sessions “when I got the com-

puter classes training here along with the career counseling sessions, I came toknow about the various exploratory options, which I can have at my disposal

Metiabruz Project – GardenReach Centre

6 Kiran, is an initiative of Kolkata Police that provides basic learning on computer education, i.e.

availed by many ND students.


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for my future. Before these sessions I just knew I had to complete my schooling

and at the most graduate from college. Now at least if I don’t have anybody elseto advice me, I can choose to use the computer and browse on the options that Iam aware of .”

Similarly Basudev Baidya , who has been with ND since the year 2003, hasdeveloped a passion for writing after he attended a writing workshoporganized by ND. “The program has given me wings to express myself, knowmyself and also to communi-cate with others. I will al-ways be thankful to Vi-

kramshila, which held thewriting skills workshopwhich has enabled me to ventmy ideas, emotions and feel-ings through my writings inshort stories, poetries. Ofcourse they are not that

grand, but at least I get mysatisfaction. Now I have the

courage to write somethingnew, to explore new avenues.Something that Naba Disha gave me the confidence to believe in. To think of howapt my centre is named Naba Disha!”

This democratic process was seen by Karl Manheim 7 as a new form oflearning, meaning, students ‘are participating in the direction of theirown learning, they are much more encouraged to discover for themselvesthrough the use of libraries, participation in activities...and other formsof self-government’. As a result, subjects like art, music, crafts bring forth

the creative adjustment/innovation in the school system. ‘Besides, educa-

tion becomes an experience of inner joy; not based on external rewardslike ranking and marks’. What we need to see in the long run is an affir-mation of optimism and above all a broader and deeper notion of educa-tion affecting the personality of the pupil at all levels.

Participants in varied activities as ameans of Learning

7 Ibid., p. 40-45.


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National Curriculum Framework 20058 speaks of a child as a naturallearner and a spontaneous constructor of his/her knowledge. Child’slearning theory points out that a child is not born with an empty mind butrather with all the potentialities within him/her. The role of the teachershould be that of the facilitator or a guide who will help the child realizehis/her potentialities to the maximum possible level. The child then no

longer is a helpless innocent vulnerable creature who is devoid of anyindividuality (opinion, judgement, decision making power, need for rec-ognition, etc); he has now got a distinct identity of its own. The child isnow considered to be a potential agent of the society.

An idea echoed in the action of Basudev (Lake Centre) who dared toraise his voice against a teacher smok-ing cigarettes inside his classroom. Hemade a “No Smoking” poster andhung it in front of the teacher’s

staff room to make the teacher realiseabout the decorum of school and cor-rect the teacher ’s attitude. Though thisact could not bring any significant dif-ference in the school environment,this courageous step taken by him asan individual motivated his peers to be disciplined and adopt a positive at-

titude.Paulo Freire in The Pedagogy of the Oppressed (1970)9 assumes that thelearner is active and is capable of attaching his/her own meaning to theworld. As a result, it resists the status quo, and celebrates ‘revolutionary

The poster made by Basudev

8 National Curriculum Framework; 2005 (NCERT).9 Paulo Freire, The Pedagogy of the Oppressed (Herder and Herder, 1970) p. 27-35.

Constructor of Knowledge


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transformations’. The ability to transcend between the past-present-

future is what strikes as the most important phenomenon in this studyconducted. An individual who can connect his/her past with the framingof his/her conscious decision to design and plan the future ahead is whatFreire calls liberatarian education. This transition from the present –tothe future, is a common thread of understanding that we derive fromthe interviews and excerpts of the individuals chosen as a sample in thisstudy.

I am grateful to ND. I would’ve been engaged in some odd activity had

my ND didi not guided me. The things I have learnt here have made mea hopeful person. And this is something I want to be extended to otherchildren like me. Only we can understand what this kind of support meansfor children like us. B D, N

Laced with existentialist ideas, Freire10 emphasises on the power of dia -logue. ‘Dialogue means one’s refusal to accept one’s passive existence;it isa creative engagement with the world. It means love, reciprocity, mutual -ity. It is to overcome one’s silence.’ Dialogue hence says Freire becomes an‘existential necessity’.

I am the only child in my family who has been able to break open theminds open of my family elders to realise the importance of education asI was associated with ND. Today I can proudly say that it is on the basisof my learning here that my aim in life is to become a teacher and spreadliteracy across masses. The knowledge imparted to me by ND will be my

guiding star. M S H, G R

The profiles discussed in the coming pages reflect our search for alternativesthat has been a binding factor in raising our confidence in the right spirit- fromchild centred progressive education to liberatarian pedagogy- we see a newnotion of learning emerging: learning as a process of inner discovery;learning as a creative process filled with enthusiasm.

There are many ways of looking at the existence of schools and theeducation practices today. The ground of which are assumed to be disci-

10 Ibid., p. 67-70.


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plining the mind, instilling a sense of morality and stabilising the social

order. It is at this juncture, that Emile Durkheim’s11 contributions to thesociology of education acquire relevance. For him, a major function ofschool education is that it evokes a sense of morality in the child. Thechild learns self-control and eventually becomes a disciplined/social be-ing. Thereby ‘the fundamental element of morality’, Durkheim concluded‘is the spirit of discipline’. At schools, he argued, children learn how todiscipline themselves and emerge as moral agents of society.

I was made to learn the art of how to remain calm and not take out my

anger on trivial things. I had a real bad time because of my short-temperednature. Every small thing made me violent and scream like a mad person.Even coming to centre and constant support of teachers here at ND couldnot help me. But the point is they never gave up on me, and I soon startingvaluing their persistent effort they had been expending on me. I developeda channel to divert my energy into studies. Perhaps the reason why I findsolace in my books now. Thank god for the change that you can see in menow. It feels good to have come so far. I am a much more confident andnot to forget, a calm person now. M D, E

The pedagogical approach in ND centres has tried to overcome the ‘cul-ture of silence’ as theorised by Paulo Freire. Children are encouraged andequipped to know and respond to the concrete realities of their worldrather than be submerged in a situation where such critical awareness andresponse to the same were practically impossible.

“Every human being, no matter how ‘ignorant’ or submerged in the‘culture of silence’ he or she may be, is capable of looking critically at theworld in a dialogical encounter with others. Provided with proper toolsfor such encounter, the individual can gradually perceive personal and

social reality as well as the contradictions in it, become conscious of his/her own perception of that reality, and deal critically with it.”12

11 Emile Durkheim, Education and Sociology (Free press, 1922), cited from Avijit Pathak, Socialimplications of schooling: knowledge, pedagogy, and consciousness (Rainbow Publishers, 2002)p. 24-26.12 Paulo Freire, The Pedagogy of the Oppressed (Herder and Herder, 1970) p. 14.


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The following excerpt exemplifies the seeping of critical questioning of

the status-quo, moribund situations by some of the interviewees. Such cu-rious minds have many a time probed many alleys which are sometimesforbidden or have remained unquestioned before.

What is the point of forcing yourself to study when you don’t get enoughmotivation from your teacher? Isn’t a teacher supposed to teach with allher heart and mind so that the students feel like coming back to learn?Well, that is the difference between the formal schools that I attended andND. My formal school teachers perhaps chose the wrong profession forthemselves. Might sound harsh but this is a fact. As a child I always won-

dered why I couldn’t be friends with my teachers at the school just the wayI used to be with my teachers at ND. Somehow there was always this com-munication gap that created this void in our relationship,a relationship

between student and teacher! D M, H

NCF 200513 also speaks of contextualizing of knowledge. Unless thechild is able to relate with whatever he/she is been taught in the class itseems absolutely meaningless and irrelevant to him/her. The child should be able to relate knowledge to his/her experiences in society; apply his/her knowledge in practical situations. Until the child is able to understand

his/her local context properly it will be impossible for him/her to ‘connectwith the world’14

I always used to wonder what it is like to have all your wishes fulfilledwithout the struggles that my parents have faced to support my educa-tional expenses. After I volunteered as a scribe with IICP students, I haveactually realised how blessed I am to have got this aid from ND. I havetried to deploy what I have learnt here amongst them with virtues like pa-tience, something that I have learnt tremendously from my teachers here. Ihave ND to guide me and encourage me but after having volunteered withIICP, I think there is so much to do be done, beyond schools. I have found

new friends and deep bondings with some of my peers there.

M K P, T

13 National Curriculum Framework; 2005 (NCERT).14 Ibid., p. 30 (Children’s knowledge and Local Knowledge).


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Through Children’s Lens


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A: 1S Y

My teachers at Naba Disha believe that I am a role model for others in

this centre. But to say that Vikramshila has been a role giver to me. Vi-kramshila has been the foundation on which I have grown, might sound

a little dramatic but this is something I stand by.

For a 16 year old boy Naba Disha centre is like a home for me away fromhome. I stay in the city of Kolkata with my father who works as a driver

and hardly gets time to spend with me. I cook for myself, I spend time

with myself when I am notwith my teachers andfriends. I miss my home

back in Bihar and my

mother there. But teachershere at Naba Disha have

in some capacity being

there as my family here.

My mother during oneof her visits to Kolkata got

me enrolled here in ND.

It was the year of 2003. In

the same year I took ad-mission in Kolkata Municipal Corporation’s school. My family has been

a strong corner stone supporting and encouraging me to strive higher in

my studies, the fulfilling of which would not have been possible had it not been for Naba Disha. For a mother who had been rebuked by her relatives

‘as a mother who could not afford her children education’, I am proud tohave come so far, testing my capabilities and picking engineering as my

career.Perhaps the reason behind me bagging the highest marks in my High -

er Secondary examinations with 75% and getting awarded for the same.

How I wish I could see the expression of the relatives who had rebuked


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my mother regarding my chances of getting education. This opportunity

would most definitely qualify as ‘the’ highest point whereby I could thankVikramshila for having faith in me all this while when others had turneda blind eye to my problems.

I have had the opportunities to develop interest in many other voca -tional activities and learn lessons for life. The most interesting wouldsurely be my participation in Kolkata Traffic Police- Road Safety Week. Itthrilled me to the core, to see how much hard work goes in the seeminglyeasy-looking job that a traffic police does. A traffic police guard thinks ofothers safety before his own. Truly generous and bold! May be one dayI’ll do something similar that might be considered as bold and respectful.

My learning bell that was tingled by Naba Disha, has been re-kindledtime and again in the last 9 years, and I hope this never stops. Becausethough I have started picking the ropes of my life, it is at Vikramshila thatI first learnt how to trace and build these ropes.


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A: 2D M

What is the point of forcing yourself to study when you don’t get enoughmotivation from your teacher? Isn’t a teacher suppose to teach with all herheart and mind so that the students feel like coming back to learn? Well,that is the difference between the formal schools that I attended and ND.My formal school teachers perhaps chose the wrong profession for them-selves. Might sound harsh but this is a fact.

As a child I always wondered why I couldn’t be friends with my teach-

ers at the school just the way I used to be with my teachers at ND. Some-how there was always thiscommunication gap thatcreated this void in our rela-tionship. A relationship be-tween student and teacher!

Hello, I am Dhanu Ma-hato, a 19 year old boy whofirmly believes true learn-

ing comes beyond the cov-ers of books. Something thatI learnt here in Vikramshila.When I joined Naba Dishain 2000, I did not know thatplaying games could also teach you something. I mistook ND as someevening play school where you learn art and craft, draw, play differentkind of games. But surprisingly, over the next few days in school I learntthat these games that I played unknowingly had helped in understand -ing number system in Mathematics at school. Who knew back then thatdrawing classes that I took as a leisure activity would fetch me so manyprizes and accolades from the competitions that I participated in. Theseactivities gave me a chance to express my ideas on various issues likechild labour, sanitation, alcohol consumption through comics, posters,slogans, etc.


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I grew everyday listening, reading and interacting. The surveys con-

ducted by ND to recognize issues in our communities (of which I was amember) sensitized me to factors unfathomable to me before. Many ques-tions raged inside me, and I tried giving them some form through theseactivities that we undertook here. Perhaps the reason behind my curiousmind, I was always encouraged to question and know how. This critical bent of mind has made me question the existing education system espe-cially in Governments school. Why would any parent in the depths ofadversity would find the idea of spending on his/her children educationentertaining?

My mother took the right step to enrol me in ND, that has moulded mylife and steered clear my mind of unnecessary trivial thoughts. Educationhas some significance in one’s life only when you do something with it,only when it reflects in what you practice. One of the most striking oppor-tunities that ND gives it students is to think, evolve and extend the sameattitude to others. Perhaps, the reason why I spend as much time possiblewith the younger children at my centre.

“Education is the ability to listen to almost anythingwithout losing your temper or your self-confidence.”

R F


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A: 3M D

My irritable mood and anger got the better of me as a child. Yes, I waspopular as a short-tempered, foul-mouthed boy who got irritated even on

trivial matters and misbehaved with my parents andsiblings. It never occurred to me that I might bewrong, nobody tried telling me that. Nobody stoppedme.

The realization that I need to change my tempera-

ment and channelize it into something more positiveand constructive, dawned at me only after I was coun-selled by Nargis Ma’am here at Naba Disha. NabaDisha, my first school ever. I joined ND in the year2000 and was mainstreamed to a formal school after acouple of months. Naba Disha has been a home-cum-learning centre for both me and my sister.

After my father passed away a year ago, we havehad difficult moments in my family where money for

funding my education has been a crisis point. But mymother and uncles go an extra mile to see their studi-ous Danish see more dreams and become an engineer.There, you got it. I want to become an engineer, notsure what field exactly. I just want to study physicsand maths. ND helped me see this dream. If I may, I’llsay Naba disha directed my life into this lane, where books and knowledge is something that I yearn todelve deeper into.

If you ask my teachers here at ND they would mostcertainly whinge that I do not participate in most ofthe activities and workshops that are organised here because I am always found with books. Though Iwould not deny that the exposure visits and trips or-ganised by ND teachers account for some experience.


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The more trips we had, the more curious my mind became. Like they say

travelling is the best way to educate and learn new things. After my visitto BITM (Birla Industrial and Technological Museum, Kolkata) my hun -ger to know more about physics and mathematics, subjects that fascinateme the most increased manifold. A love, that is nurtured and nourishedwith the support of my teachers and family who never forced me to dosomething else otherwise.

My education, schooling I am certain will stay with me life-long. But,at the same time I believe that practical experience is equally importantespecially in times like these when the employment opportunities gener-ated is meagre. Degrees definitely get you some recognition but beyondsome point you have nothing but your skills that take you far. My unclewho has done a double masters had a difficult time job-hunting. Don’tyou think I am lucky enough to be here with ND where awareness onthese issues keeps me more alert and informed.

I have changed. I have changed for the better that I am sure of. It has been 12 years now, that I have been coming to Naba Disha. It was NabaDisha who first walked to me, and now I walk to Naba Disha taking along

others. Eventually, some day I will become a teacher who will love andteach exactly the way my teachers at ND taught and groomed me. It gaveme hope and I don’t want this hope to wither away.


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A: 4B D

I would hide behind that tree and peek out curiously at those childrenwho used to go this police station room. They were so fearless. They

looked so happy. I wanted to know what made them so happy? What

made them come back every day? This lady from that room called me andasked me about myself. Now, I know that I could study here, play here

and make new friends. Once again I’ll have books and notebooks, just the

way I used to have in my old

school when I was a 7 yearold boy. I was a boy who

only knew his father’s shoe

shop where he had to go ev-ery day. That was the year of

1999, when Naba Disha pro-

gram commenced and ex-

tended financial support for

my education. Does this re-

ally happen? Can I go to

school again?

Well yes, despite all hard-ships faced I did go to school, I did complete my schooling and I am in

college pursuing Bachelors in Commerce at present. And for this I owe

everything solely to ND and my teachers here. The range of activitiesthat I participated in encouraged my sister to join ND as well. It is from

the small opportunities that we got in ND that has bigger impacts on our

career.The different realities of our existence were so beautifully woven with

our study material that it sensitized us as learners and stimulated our

grey cells to learn more. As a 7 year old boy I could not imagine learn-

ing anything beyond school books- about our society, about others. Therewere moments when my family’s bad economic conditions looked to me


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as a final roadblock in my path to get education, but I never gave up. They

never let me wander aimlessly in this maze. They were my teachers, mysupporters who guided me and counselled my parents as to how impor-tant my studies were. Marrying at a young age without realizing what itentails is also something that I was encouraged to reflect upon when myparents wanted me to tie the knot quite early as per my community cus-toms. The same teacher who encouraged me to pick my books once again,counselled me and my parents to continue my studies. That day had I nottaken my parents to my centre, maybe I would’ve agreed to marry and

discontinue my studies against my will? Maybe, then I would’ve forgot-

ten about that career chart hanging on the walls of our centre. It is onlyafter I’ve entered college that I’ve agreed to marry, because I have theconfidence of balancing this threshold as well.

My participation in traffic rallies and associated activities gave me achance to test myself as an employee with Green Police, Kolkata. It is withKolkata Police that I got my first job after the completion of my HS exam,as a bodyguard trainer. I continued my studies alongside my job. Mytraining even got me recognized as the best performer amongst my team

members. I am certain that my life-long teachings at ND and this experi-ence would fetch me better opportunities ahead in life.

Had Naba Disha not being there, I would definitely have been engagedin some odd activities. The image, the respect I have earned in the societyis all for ND. I sincerely hope ND continues to help children coming fromthe disadvantaged section like me to grow. Perhaps that’s the reason whyI come to spend time and teach the children in this centre as often as pos-sible.

The blessings and love that I have got here is undeniably the only fac -

tor that motivates me to do better for myself and my family; a family thatechoes the same sentiments, where my wife is inclined towards joiningNaba Disha as a teacher someday. One day, I’ll accompany my childrento this centre as a proud father. I would not want any place else but NabaDisha to mould and give new direction to my children too, just the wayit did to me.


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A: 5R M

You want to spin? I can make you spin. One day I am a hip-hop artist, andthe next day I am jiving to the contemporary beats. You get it right, I am

a dancer but there is more to me. There is more to this 18 year old boy you

are looking at. I have an alcoholic father whothinks I’m wasting my time studying. And on

the other hand, I have a mother who desper-

ately wants to see her son fulfil his dreams;

my dreams- dreams of completing my educa-tion so that I can contribute to the well being

of my family, dreams of being a dancer; of be-

ing someone capable of providing his mothercomforts that any son would want to.

I was brought to ND in 2009 where my sib-

lings were already studying. And from being

an aimless, rowdy lad from the streets totally

distraught in my house, I am this groomed,well-dressed, neat boy who was taught how

to say Salaam, how to be optimistic about life

and take the opportunities with open armsand never cease to learn. Regular schooling

and completion of my education was a dis-

tant dream; a dream that I had given up on,or rather one that I wasn’t steered towards

from the beginning. But who could avoid the

strong motivation and support provided tome by ND and my teachers there? Not onlydid I complete my HS examinations but also,

actively participated in several activities and workshops held here.

As a child I used to wriggle like a tom-tom in front of the television set; but with learning, came the realization that education if channelled well,


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and with external motivation I could make a career in dancing as well.

Who had thought of the word ‘career’, and what it really meant? Maybeit had some significance for those who had money and resources but forme, those were alien words; insignificant, trivial.

But with ND, and I cannot help but repeat myself, the extensive supportgave me confidence to engage myself in various activities and at the sametime complete my education. I wouldn’t really say that I learnt the balanc-ing trick perfectly but I did manage. I have learnt that I must follow some-thing that I am passionate about.We have had all the opportunitiesand more than what I could haveimagined. Right from learninghow to make bags, to embroiderywork, to welding, to computers Ihave now realised that dancing iswhere my heart lies. From theyear I joined ND, I have becomerefined in my thoughts and ideas.

And had it not been for the en-couragement and emotional sup-port from my teachers here, I would’ve perhaps never realised this. To-day, I am a proud member of the dance school ‘D-planet’, where I amtraining.

ND has been with me at the most important junctures of my life. What Ilearn here cannot be, and is not, taught to me in my formal school. I havestarted loving the way I learn my subjects here. Also, with passing yearsI have realised that studying is not a boring zone but is quite interesting,

for which the credit goes to the creative ways I see my teachers helpingme with. The only thing I miss is using these computers all the time, may be then I could polish my skills even better.

My teachers here made me talk, open up as a listener and treat myselfwith dignity. And with education comes dignity, something that I learntlate but like they say, it is better late than to be sorry.


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A: 6B B

‘Moner Bhoy Katano’,

This is what I feel one should work upon if you want to learn and do

something worthwhile in your life. Now this could include right from

taking shower in that ice-cold water- to travel alone for the first time – to- sit with strangers in a class and gradually mustering courage to speak

to your teachers and make new friends. This is one value that always give

me wings to do so much more in my life. And this is what you’ll always

find in my writings, the courage to write something new, to explore newavenues. Something that Naba Disha gave me the confidence to believe in.

Hello, I am Basudev Baidya. And no I am not some grey-haired phi-

losopher but an 18 year old boy who loves studying accounts and playcricket just like any other boy of

my age would. But do you know

there are many other things those boys of my age do that I willingly

choose not to indulge in. I want towork unlike my friends who think

work will find its way some day orthe other, but I want to find work

and never end this learning curve

which began with my teaching

here at Naba Disha. Just like myfavourite cricketer Brett Lee, I want to make my nation proud and give in

all the hard work that I would have to give in so as to give back to parents

all the support they have provided me with all this while.What was education? What was school? Well for me as a child it just

meant staying away from home and not do any household chores, a way

to escape from the tedious daily work that I used to be at when I stayed

with my uncles and grandparents house at my native place, a place whereI spent my childhood. It was much later in standard III, that I shifted to


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child reporter which gave me a chance to interview the famous Masdur

Rahman; sometimes as a participant in the Road safety week. And youknow the positive effects of these are far fetching than what you can imag-ine. I am no longer afraid of the police, who used to have this tarnishedimage in my perspective neither am I afraid of speaking my mind againstthe anti-law activities in my residential block.

What is the use of my schooling and this knowledge if I cannot put it tosome good use for people around me. I have strived to express the samethrough my creative writings and again the credit for which would mostdefinitely go to ND where I was introduced to poetry and story writing.This exposure I think has rooted in me the desire to write and learn moreabout me, about you and about them.

And one day I will with the help of these writings spread more aware-ness amongst my community members. During my growing years I’ve re-alised that the more you interact with people about the concerned issues,the more the understanding and the more the impact. Patience is the keyto make the other understand. Let me elaborate more on this, in ND, wewere trained to undertake surveys and put up plays to work on certain

actors that plagued my residential block completely.I can proudly say that ND has enabled me to build aspirations that one

day even I’ll have a school built for children like me, who would also nothesitate to dream like me.

“Children must be taught how to think,

not what to think.”M M


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A: 7S J

I make excellent tea. I was trained to make tea, and I think I have masteredthe art of tea-making somewhat. I am from Bihar and my father opened atea stall here for us to have some source of livelihood. I never really likedthe city life, for it never gave me opportunities that I hoped it might. Ex-pectations were unmet and I had accepted what life gave me. And thenlife gave me something more.

Before I joined ND in 2003, I did not understand any other language

except Bhojpuri, which gradually became posed as hindrance in my effec-tive communication even while talking generally. I used to come across allkinds of people at my tea-stall that made me wonder what were their liveslike, how different they were from mine?

When I was enrolled in ND, thiscommunication barrier became asource of embarrassment for me. Myfellow classmates used to translatethe language for me to interact with

teachers and other students. NDhelped me overcome this awkward-ness. From the day I started under-standing little Bengali and English,I understood the gift that ND hadgiven this boy who was not inclinedtowards education at all. A boy who now has enough confidence and willpower to take tuitions did not understand the significance of educationwhatsoever. Who just knew his tea-stall and family who stayed behind in

Bihar.From a rustic lad who did not understand English, ND gave me the

confidence to take tuitions for other children. Who could have believedthat I would be capable of this sometime in my life. Though I knew thatgiven the opportunities I would want to do a lot more in my life, but theway didn’t look easy to me. I did not know who could help me.


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Naba Disha gave me the chance to work with Kolkata police, at vari -

ous platforms that engrossed me, fascinated me. Especially post my en-gagement with Kolkata Traffic Police at the road safety week, I aspire to become one of them someday. My teachers at ND have forwarded myapplication for Home Guard employment opportunities, which could belike a dream come true for me.

It was 150th year celebrations of Kolkata Police that I was very excitedabout because I was to lead my team representing ND in the presence ofso many eminent people and dignitaries. But fate had something else instore for me, I got severe burn injuries while working at my tea stall somedays before the event. Had it not been for the support of my ND teachers,I would not have the confidence to portray the role so enthusiasticallydespite the physical pain that I had suffered. The confidence everybodystalled in me, helped me overcome the pain and do what I was so ardentlylooking forward to. That year ND did not only win the prize for the bestshow, but I won accolades from the chief guest for the courage and enthu-siasm that I had shown. This remains as a praise-worthy incident for NabaDisha but for me, this was a life changing value that I cherish.

I am not a regular at the centre presently due to my school-timings,a school where I am preparing for standard XII examinations and also,training that I am undergoing at a local mobile store. My ND centre is likemy home, the only place that I call home in Kolkata.


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A: 8M. I

Stories fascinate me. History as a subject has also fascinated me. My love

for history started in school, but the love did not last forever. Due to pre-

vailing economic conditions I had to discontinue my studies, work at an

early age as a waiter with catering service providers. At present I want to

start as a caterer myself, especially when I have got the opportunity to get

trained by professionals from Institute of Hotel Management, Catering

Technology and Applied Nutrition, Kolkata.

From a quiet and shy child, I havegrown into a 19 year old confident,

outspoken boy. I have had manyrough patches which I proudly talkof because those were the ‘dark phas-es’ that enabled me to value the rightmoments that one can get if steered

in the right direction. My associa-

tion with schooling and educationhas been a tricky affair all this while.It was first in Standard III that I leftstudies because of sheer lackadaisical attitude and poverty. My mother

has always been a strong motivating pillar guiding me to resume studiesagain properly. But unless ND came into the picture I couldn’t be seriousabout anything. It was in Standard VII again that I failed to pass my ex-aminations. Family conditions compelled me to joined truck drivers- as-sistance as means of livelihood. I also fell prey to alcohol consumption.

Had it not been ND and my friends who tried taking me back to the foldsof studies, I would have lost the trail forever.

My teachers accepted me back with open arms, despite the fact that I neverrespected their counselling and advice.

So, after much counselling I returned to complete my education. My

teachers at ND made me believe in myself. Believe in my own capacities.


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I involved myself in books and activities like dancing, art & craft and

other workshops, and would unabashedly take space for myself as goodin slogan- writing and teaching other kids at my centre. After the careercounselling workshops, I felt the need to give my best in everything thatI was involved in order to avoid any pent-up regrets that might spear uplater in life. But starting afresh was not easy for me. It was difficult to fillup the gap in my studies of nearly 2 years. I failed to clear my HS exami-nations successfully in the first attempt, but now nothing could deter mefrom achieving what I had set out to do.

Having envisioned decent education to my credit, employability chanc-es on merit, and a content mother who had invested so much in her son,I found a lot more in the unexpected lanes of life after I changed NabaDisha in the year 2000.

After participation in the ‘Kolkata Police Safety Week’ and training intraffic maintenance, I consider myself having developed some under-standing on what one might mean by ‘responsible citizen’. The confidencein me by my teachers and family has made me a responsible student. Aresponsible son. I have the confidence of balancing my time as a student,

as a teacher (at the centre) and as a member of an orchestra team where Iengage myself as a technician in my free time.

My perceptions have changed. My aspirations have changed. And Ihope to bring some change in the same society that has given me a chanceto change. Change for better.

“The roots of education are bitter, butthe fruit is sweet.”

A


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A: 9M K P

‘Yeh Tan Vish ki Belri, Guru Amrit ki Khaan,

Shish kate aur Guru mile, to bhi sasta jaan.’

‘Our body is like a plant of poison and Guru is a mine of Nectar. Even if thelife is sacrificed to reach the Guru, the deal comes at a cheap price. Because,

once we reach the Guru and submit our self to Him, the course that oursoul will now take, will be defined by our Guru. “Guru Bina Gati Nahin”.

Without The Guru, we cannot achieve our ultimate aim.’

Teachers are like friends, perhaps the reason why I could not comprehendwhen I saw my classmates being afraid of teachers in my school. Myteachers her at ND have been my friends, mentors and strong pillars ofsupport. Being the only daughter amongst three younger brothers to my

parents and coming from a conservativefamily, I’ve had strong supportive par-ents who want to see their daughter pros-per in her life. Something that I believe Iwill achieve.

ND as a place for learning felt differ-ent from my formal school, I came herein while in Class V in the year 2005 andtoday when I am in standard XI, and I amstill very much a part of ND in various ca-pacities. In the capacity of a student and

a teacher (when with my junior mates at the centre), in the capacity of afriend- and in the capacity of a thinker. ND has given me wings to think,an attribute that is only accredited to ND and the workshops that I have been proudly a part of. I found the poet inside me, the story-teller insideme. I was given the platform to participate in various essay-writing com-petitions, drama and recitation programs. My works have got publishedin Naba Disha’s newsletters too. What more could I have asked for? Ialready feel that there is so much more within me that I want to explore.

Essaying the role of team-leader of Jugnu– I get the chance to explore


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advocacy activities through road shows, poster making and at time hold-

ing interviews for our newsletter Bal Akhbar. Many other participationsof such nature have helped me reflect on issues that take place everydayaround me.

I have made long-lasting relationships in Naba Disha. One such oppor-tunity came in the face of volunteering as a scribe with Indian Institutefor Cerebral Palsy. My long association with Naba Disha has helped me become a strong, confident and conscious person.

Inspite of the uncertainties about whether I study a lot or not, I am notready giving away my dream of becoming a teacher. A teacher who would

selflessly want to work with her students, just the kind I am blessed with.

“Education is the best friend. An educated person isrespected everywhere. Education beats the beauty

and the youth.”C


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A: 10R P

‘It was such a pleasure to sink one’s hands into thewarm earth, to feel at one’s fingertips the possibili-ties of the new season.’

The possibilities that one might not know exist,

what a delight to find those never-thought of de-lights that life throw up. Gardening, as an activity

was introduced to me in Naba Disha when I joined it

in the year 2005. I used to see my friends at the cen-tre and the teachers celebrate ‘World Environment

Day’ on June 5. Fascinated, I developed intense lovefor environment and today I attempt to spread the

same passion around me, with my siblings, friends

and community members.Being the eldest among my siblings, I have come to

realize how important it is to be that positive figure

for your siblings to get sufficient motivation to dowell in their life. The coming of my younger sisterwhen I was in standard IX had me withdrawn into

myself, her coming into my family made me feel that

earning a livelihood is more crucial then getting aneducation. Had it not been my teachers here at ND

who counselled me, made me see the positive side

of this scenario. I was made to see education as a

passport to success. Success minus inspiration is no

success at all. Conceivably the reason why I wouldwant my sister to get the opportunities to explore

similar avenues with ND, that might direct her life.

My experience with library books, where I interacted and taught the stu-dents from standard I-IV; saw me metamorphise my thought process. ND

helped me nourish the ideals I hold dear at present.


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It was in standard V that I joined Naba Disha, learning, tumbling and

again re-installing that confidence in myself, I have managed to suc-cessfully prepare for my XII board examinations due next year. Could Ihave asked for something better, a chance given to do well, is to be bettergrasped and acted upon, Right?!

“Educating the mind without educating theheart is no education at all.”

A


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A: 11N P

“Refused any activity outside home.

Refused education.Refused me my freedom..”

Before Naba Disha came into the picture in 2000, my formal schoolingcame to an unexpected halt because of our big family and few earninghands. It was after much counselling that I was allowed to enrol myself inND, rubbing against the popular notion of Muslim girls being educated

and working after education. I am proud to have belonged to this com-munity and yet step out of the threshold to complete my education andgrab with both my hands the other opportunities that have come along.

The 9 year old shy girl Naima Parveen who used to fear anything be -yond the walls of her house now stands in front as a confident teacherherself at Naba Disha after 12 long years. This journey at Naba disha hasseen me achieve computer aptitude,sharpen spoken English skills, pass my

HS exam at one attempt unlike my sis-

ter who had to take the examinationsfour times, complete the rest of school-ing by winning a scholarship, undergowonderful exposure trips and work-shops making me realize that the worldoutside is mine if I want to learn.

The various projects that I worked asa member with in ND eventually also

got me several job opportunities, amongst one which I accepted at PizzaHut but couldn’t continue because my heart lies within the teaching realm.

Now, the same mother, who was wary of her daughter stepping out thesafety of domesticity, is now proud of the credentials that her once timiddaughter has achieved.

I see my teachers at Naba Disha who taught me, guided me, of course


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not discounting the support of my other teachers from the formal schools

who equally supported me to survive as a dreamer and come so far. TodayI sit amongst those same teachers interacting with and teaching students.Everyday has brought with it new challenges and experiences, the learn-ing which has not ceased yet. I learn everyday when I sit these childrenand try the new innovative ways that Vikramshila has trained us into.Sometimes making me wonder what if we as students too got to learnfrom these ever-freshly engaging tools that these children engage them-selves with.

I see hope in every face and every smile that these children bring withthem, re-affirming my faith in myself to become a teacher just like thelady who now sits beside me teaching children, the way she taught me.


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A: 12M. I

Hello, here’s your coffee, hope you like it!I am Ishaque, working at the Cafe Coffee Day outlet where I learn and

re-learn everyday. A lot can happen over coffee. True. A lot did happenover coffee for me. My first job. A place that made me self-dependent.

Imagine a boy appearing for an interview towork at a coffee shop not knowing what coffee

tastes like. I learnt how to make coffee (with that

smiley on your cuppa) and how to win friends. Ilearn to smile from heart.

I learnt the art of making myself happy and now

this happiness extends to bring that smile on othersface too. My job arms me with a sense of security,

and my education with self-respect. How could Inot be thankful for the spoken English classes as

well as the training undertaken by me in the Food

& Beverage sessions, held at the hotel managementinstitute, on the basis of which I can at least communicate with my guestsefficiently. I try to manage my morning hours at college and evening hours

at the cafe with my night spent at the coffee shop itself. I put in the hardwork because I know it is on today that I can build my tomorrow, I learnt

this the hard way, but learnt if for sure at ND.Things become bad only if we do it the wrong way and to go the right

way, you need the right support and right understanding. The right un-derstanding that was extended to me by the Naba Disha environment.

Hailing from a Muslim community, I had severe insecurities about howI would interact with people from other communities. The narrow walls

of such nature were broken down by Shibani di from Naba Disha. Froman arrogant, suspicious 10 year old boy who would just find ways to ir-ritate his teachers and hate studying, I now stand as a proud 21 year oldemployed, responsible and if I may add, a much more optimistic man.


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Respect is earned and the Hindu lady

whom I detested initially, whose polite-ness repelled me earlier now is the onewith whom I share my ideas, aspirationsand stories. It is this same dedication thatI have tried to inculcate in myself.

Support for my schooling and tuitionshelped me aspire to complete my studieswhich my family couldn’t afford. A son

who grew up witnessing hostile condi-

tions at his home, now is proud to earnand support myself. I started studying because my mother wanted me to but to-day I study for myself. I have found thisself confidence and respect that I wouldnot want to let go off at any cost.

“Education is not preparation for life; educationis life itself.”

J D


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A: 13M I

Despair and problems form an intrinsic part of one’s life. I have had myshare too. That day when my father returned home late evening. I knew

something was not right. Everythingturned upside down when suddenly fromthe lap of comforts that I was given frommy childhood slowly slipped away frommy hands. I stopped going to school, be-

cause my father could no longer affordsending me and brothers to school. I ac-cepted it with jealousy for my friends whostill went to school. I wanted things tochange. But how, I just prayed to god todo change the tide. Somehow. Anyhow.

That is when Igot to know about Naba Disha and I knew thatthis was my chance. It was my friend Ishaque

who introduced me to ND in the year 2001.I saw my friend Ishaque change. Change in hisattitude. Change in his ideas. Change in him.And I was attracted to this change. Back then Ihad no aspirations except that I wanted to getaway from home and the problems that camefrom that window which I wanted to shut closeforever.

I was awestruck on coming across a Hindu

lady helping us children pre-dominantly hailingfrom Muslim community to dream and realisesome as well. This nurturing at ND has helpedme develop perspective about issues that I nevercould be thought of. When I was mainstreamedtwo years later in standard VII in a formal school,ND helped me overcome the feeling of inadequacy that I felt in the Urdu


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medium school. The shift from an English medium to an Urdu medium

school was something I took time to adjust with.In one year’s time when I complete my graduation in Commerce, I think

that I have been lucky to have got the opportunity to complete my educa-tion along with the various activities that I got to learn and try my handsat. Even what might sound to you as small things, have went in a big wayto contribute to make me the way I think today, the exposure trips to Sci-ence City, Nicco Park have been memorable and amongst the best learningexperiences I have had.

Along with my college I started working as a tailor to earn some pocket

money. This job has taught me the idea behind balancing both my job aswell as my studies at college. Today as a self-sufficient 21 year old man, Ican proudly say that the skills acquired at ND have given a new dimen -sion to my perspective and outlook.


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A: 14N H

…Think how it wakes the seedsWoke, once, the clays of a cold star.

Are limbs so dear-achieved, are sidesFull-nerved, still warm, too hard to stir?

Was it for this the clay grew tall?O what made fatuous sunbeams toil

To break earth’s sleep at all?…

What is the meaning of existence, and the inevitability of death. Thispoem speaks about an existential crisis; what is the point of being born ifyou are just going to die a few years later? It is common for people toquestion death and what comes after death,especially if that person is on the verge ofdeath themselves.

This is my favourite poem; I was intro-duced to in school, making English my fa-vourite subject. Perhaps because of the un-dertone of these lines that I ponder on thepurpose of me being here? What is the pointof aspiring when you don’t have the means torealise them?

From a pessimistic 9 year old boy who hadno clue to what life meant. My living was en-circled in the realms of house and some learning that my brother taughtme. As a child all I knew about school uniform was that it is one addi -tional dress that you have in your cupboard and if you got to school youget this new dress. I missed having that uniform.

Today after 10 years that I have spent at ND I know the meaning of uni-form. Uniform is unity. Uniform is sameness. We named our young citi -zens’ group also on the same lines ‘Ekaai’-meaning unity. Teachers at NDhave taught me that aspiring, dreaming is not something one should letgo off. It is only when we dream that we build the desire to find the means


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to realise them so it is not the futility that one should concentrate on but

the positive aspect of learning and using that learning to face what youhave to.

The Nassir that you meet today may take time toopen up in front of you but once I talk there is nostopping me. Just like there was no stopping mewhen I completed my Madhyamik Examinationslast year in 2011. You willsoon see me pass my HigherSecondary Examinations and

then pursue my dream of ap-pearing for Company Secre-tary Examinations and be-come a proud CS.

Could I have been moreproud to teach the children here at ND, the sameplace where I got my basic education from, the placewhere I learnt my numbers, I learnt my poetry and Ilearnt how to learn.


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A: 15M. S H

Blessed with the most wonderful parents.Blessed with the most knowledgeable and friendly teachers.

Blessed with the most supportive peers.

I sure ought to count my blessings!

At the age of 20, I have learnt so much in terms of values and ideals. Myvalues that stem from my parents, from my mentor here at Naba Dishaand from the students who I teach now.

My association with ND has been of 12 long years now. It was in theyear 2000 that I joined ND in standard III. I have grown literally here inthe room of ND. I can speakmy mind because this is what Ihave learnt here. Somethingthat I try to bring and cultivatein the students who I tutor. Theopportunity to interact withmany a famous figure havehelped in developing my con-science and self-confidence.

My family might not be richin terms of material well-being, but I am proud to come from a family where my father has devoted his lifeto a school in the capacity of a security guard. The teachings that I havereceived from my family have gone into the making of my conscious-ness. Perhaps the reason why I rather chose to spend time with my booksand take tuitions for children since standard VII than engaging myself inother meaningless activities. I firmly believe in sharing in what you haveinstead of just keeping to oneself the joys of knowledge. My mentors atND have played a crucial figure in shaping my thought-processes.

From being ranked as a star performer here in ND, my confidence has been touching new heights. And one might see this confident joy beamingin my eyes throughout. After having received computer training, service


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training from Institute of Hotel Management, theatre workshop where

again I was encouraged as being the best performer, ND has given thisfeeble boy the buoyancy to lead a vibrant life of learning activities thatwere out of his reach and un-dreamt of.

After completion my graduation in Commerce you will definitely findme as a teacher. A son fulfilling his father’s dream of seeing his son be-come a teacher. After all I am the only child in my family who could pur-sue further studies owing to my union with ND. The knowledge gained by me here at ND will be my guiding star and enable me spread literacyacross many others like me.

“Education is the key to unlock the golden doorof freedom.”

G W C


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A: 16M. S N

Short-cuts, whoever invented them, should have got his lessons fromNaba Disha. Because I have learnt mine here atND. One cannot achieve anything by taking short-cut but determination and hard work is what oneought to resort to have his way.

As a young child, I was forced to discontinuemy studies because we could not afford the luxury

of education. Today again when I completed myschooling, I am being asked to quit schooling sinceI have had an ‘overdose’ of education. But I havethe support of my mentor at ND that gives me thecourage to go ahead leaving behind the hard fallsto get myself enrolled in a college. My educationhas made me a better and an understanding being.I do not harbour any bitter feelings for my par-ents who could not afford my education but I do

feel the need to earn and make them understandthe importance of my education. They have triedto provide the best for me as any loving parentswould.

ND has provided for the same best in the formof trainings for computers, art & craft, etc. I havelost track of the activities undertaken by me hereat ND, we have done so much. Learnt so much thatsometimes it seems like a dream; a dream that isuntouched by many of my counterparts who studyin different schools. That marks the huge diver-gence between my formal school and Naba Disha.

A divergence that I have tried intervening in thecapacity of teaching younger children myself, trying the same methodand patience that ND schooled me with.


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I am aware of my duties as a member of my family and with every

passing day I try to build myself as the pillar of strength for them. After joining Naba Disha I have started knowing myself better. It has helped merecognize my innate capabilities that I want to build on. My mentor hereat ND has been a mother, a friend to me and the best support system that Icould have ever imagined. Perhaps the reason behind me being in collegetoday and may be you’ll find me tomorrow employed as an accountantsomewhere. Who knows what life has in store for me. But I look forwardto it – carrying with me, the fire in the heart that Naba Disha’s knowledgehas lit in me.

“An investment in knowledge pays the best interest.”

B F

8/17/2019 Footprints i

footprints in time web version 17-01-15

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