When you look at big problems from a distance,
it’s easy to think of a simple solution that should, in theory, work perfectly.
However, it’s only when you actually talk to the people facing the problem, and
put yourself in their place, that you realize how complicated it can really be.
For instance, let’s take the issue of poverty
in India. Through some research, I found that one of the many causes of poverty
is the language divide that is created based on whether or not you know
English. Around 60% of students who attend elementary school in Tamilnadu
attend Tamil medium schools. Students attending public, government-run schools
in rural areas have very little exposure to English, and often have teachers
who themselves are not fluent. They do not have any extra reading material that
are set in the context of their lives making it difficult for them to acquire
even a basic proficiency in the language. This becomes a problem not just for
pursuing higher education, but also severely limits the job opportunities
available to them and they get stuck in a cycle of poverty. I wanted to help
the kids by creating resources and making it easy for them to learn English.
Though my research helped me focus in on the
specifics of my project, there are things that you can only really learn in the
field that influence the decisions you make.
Based on research, I understood that there is
a lack of English learning resources at these schools, and they are in need of
more books and activities to practice with and use in the classroom.
When I visited, I saw that the books they do
have already and that get donated to them are extremely white washed. I knew
when I heard a classroom recite a poem about fair skin and blue eyes that there
was a serious lack of representation of these students in children’s books.
They never see themselves in illustrations, and therefore lose interest because
they can’t relate to the stories.
Based on research, I understood that teachers
don’t fully understand the English language, which inhibits their teaching.
When I visited, I saw how well protected
government jobs in these schools are - how teachers would often times just not
show up because they don’t fear being fired, and classrooms would be combined
and filled to 50-60 students per teacher, leading to teachers being unable to
spend individual time with any of them. I learned that a lot of the teachers
just don’t believe in their students. One second grade teacher, as an
explanation for why she doesn't try as hard as she should, told me she was
convinced that she was stuck with “bad learners” because a few of the students
in her class that she had considered “good learners” were taken out of the
public school by their parents and sent to a private school. I also learned
that there were some teachers who were really hard working and passionate about
making a difference for their students who practice English in their own free
time in order to help them succeed.
Based on research, I understood that a lot of
students just don’t show up to school for days at a time.
In the schools I visited, the majority of
students have extremely difficult home lives. For instance, I met a really
bright young student whose dad had passed away, and whose mother committed
suicide by pouring kerosene on herself. He and his siblings were sent to live
with his aunt, who had five other kids and a tea shop. She has no time for him,
and as a result he gets ready and comes to school every day on his own
initiative, usually an hour or two late. Nearly every kid I met were in similar
situations. During a conversation with one of the teachers, I learned that many
girls, without any support or guidance outside of school, run away with boys by
the time they’re in the ninth grade and end up pregnant with kids who they then
send to the same schools again. I learned that a first grader had recently
shown up to school tipsy because his father had given him alcohol. Most
students show up to school one day out of five and continually forget
everything they learned, and because of this it takes multiple months for them
to learn the letters A through D.
I realise now that, although necessary, the
language resources we create are just the first step to helping these children.
In the future, I envision creating a series of children's books that focus on
mental health so that, despite a lack of support they may have in and out of
the classroom, they might find helpful ways to deal with issues such as anxiety
or depression. I want the books and activities that we create through English
Kadhavu to be as inclusive as possible - not only helping students learn
English, but encouraging in them open mindedness and compassion. Through our
book boxes, I want to bring positive role models to the students so that they
can build a positive attitude towards life from a young age and acquire
resilience to stick with their education to take them out of their cycle of
poverty.
I really value all my time in India, because,
despite feeling like I know and understand the problem I am trying to tackle,
it never fails to open my mind to the nuances of every situation.
LINKS
Website
- www.englishkadhavu.org
Facebook
- www.facebook.com/englishkadhavu
Instagram
- www.instagram.com/englishkadhavu (@englishkadhavu)
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