Thematic Conversations in Partners’ Forum 2022

The 2022 edition of Partners’ Forum provided participants with the opportunity to reflect, learn and share their experiences, and engage with their peers on a variety of topics, such as Foundational Literacy, Science Education, Understanding the Disability Ecosystem, Arts in Education, and Working with the System/ CSO’s Role, etc. All these sessions had facilitators from organizations from the Wipro Education Partner’s Network anchoring the session. In this piece, we share discussions by groups as they collectively engaged to unpack the themes, shared best practices and the challenges they face, and explored possibilities of collaboration.

I. Affective Education through Shabad Shala: Mystic Songs in Classroom

The session was facilitated by the Kabir Project team – Prashant, Neha and Shabnam Virmani. The team shared how Shabad Shaala was initiated under the ‘Kabir Project’, a personal journey that Shabnam embarked upon after the 2002 riots in Gujarat to find contemporary resonances of Kabir. As opposed to rote learning of a few Kabir couplets in schools, Shabad Shaala envisions connecting oral traditions of the Bhakti movement prevalent in the states of Madhya Pradesh, Gujarat and Rajasthan. The team shared that they wish to expand it to interested schools and school children across the country.

Group members were oriented to the incubation phase of the initiative through a video, where they got a glimpse into how the songs of saints and sufi poets such as Kabir, Gorakhnath, Ravidas, Bulle Shah and Ghulam Fareed, among others, are made accessible to school children through stalwart performers of these traditions. The team shared that online and offline sessions were organized where legendary artists such as Mooralala Marwada, Parvathy Baul and Mukhtiyar Ali interacted directly with the children.

This was followed by a discussion on the possibilities of weaving a similar initiative into the contexts of the work of participants who came from diverse domains of education across the country. The challenges faced in terms of acceptance of such a project in mainstream schools were brought forth by the Kabir Project team. All the participants voiced that such an initiative for school children is important to expose them to our syncretic religious traditions emerging as counter-movements to dominant ones, and to foster a sense of religious and social inclusion.

The Kabir Project team also emphasized how such objectives are embedded in the nature of the initiative and emphasized a poetic rather than a didactic approach to speak about ideas of ‘inclusion’ and ‘discrimination’. They shared that the lyrical quality of the music could be enjoyed, and the meanings, both social and personal, could emerge through explorations by children and teachers at their own pace.

In the follow-up discussions, Shabnam shared the piloting being done across 10- 12 schools in different sites and how the initiative is developing pedagogic resource materials for interested schools and teachers to engage more deeply with the ideas behind the initiative. Some of the resources that have generated a lot of interest among the members included: writing of letters to the saint poets by children to express their emotions; feelings and understanding of what they have heard; illustrations of an upside-down world to resonate with the concept of ‘ulatbansi’ or alternative/ upside-down worlds, found in the songs of many of the Bhakti and Sufi poets; and a community gathering of schools and artists that showcases many of these diverse oral traditions.

II. Artful Thinking

The thematic discussion on Arts Education was facilitated by Rahul from Swatantra Talim Foundation, Jayesh and Nidhi from Aarohi, and Arpitha and Nagarathna from ArtSparks Foundation. They discussed the nuances of Arts Education, and current and existing practices in the Arts Education domain. The discussion also involved ideation on creative approaches that they could adopt in Arts Education. Using insights from classroom interactions and observations and handson activities, the group explored different strands within Arts Education.

The group created a mind map of words and phrases that each participant associated with the arts, Arts Education and Artful Thinking. This was followed by participants sharing challenges and questions that they frequently encountered in their work – how they could include the arts in their practice if they were not artists themselves, how to convince stakeholders such as schoolteachers and management about the importance of the arts and to address the systemic hierarchy in subjects and the lesser value often accorded to the arts.

With these questions in mind, participants were divided into sub-groups where they delved deeper into arts in education practices through puppetry, theatre and the visual arts.
In the visual arts sub-group, the participants were engaged in an activity using natural materials. Group members collected natural materials such as leaves, twigs, flowers and barks. They were encouraged to create an animal collage using them.

In the puppetry sub-group, participants created puppets and put together a short story or performance. Participants observed that incorporating arts in education is possible in resource scarce settings by using locally available and low-cost materials.

The theatre sub-group explored how to leverage voice modulation, improvisation, body movements and gamification. To provide an experiential understanding of using theatre tools in a classroom setting, various small activities were conducted with the participants. These included walk-freeze, story enactment, character building, claptap-act, circle of emotions, make with your body, and voice modulation, among others. With each activity, elements of facilitation and mapping of learning outcomes were discussed.

In the concluding discussion, participants shared how they were nudged to focus on the process as opposed to the product, and to observe. They felt that they were encouraged to experiment with materials. They said that they experienced group processes as opportunities to choose and create. They also discussed the role of the facilitators in creating a safe and encouraging space in the session.

III. Early Childhood Care and Education: Perspectives and Practices

The session was facilitated by Ashwini from Avaniti, Atul from BELIEF, and Ria from Vikramshila. During the thematic session, group members exchanged ideas on how to build a shared understanding of ECCE, and measures to strengthen it further.

The facilitators started the discussion by requesting members to share prior exposure to Early Childhood Care and Education (ECCE). The group also briefly discussed changing global perspectives regarding ECCE and its impact on regional politics.

One of the important points brought forth was the difference between ECE (Early Childhood Education) and ECCE. Participants unanimously felt that when working with very young children, care is a particularly key component and as a term cannot be restricted to merely nutrition and must be viewed across all spheres.

Group members were divided into four subgroups to delve deeper into diverse nuances of ECCE. One of the sub-groups reflected on why and how ECCE needs to be inclusive for children hailing from different socioeconomic contexts such as those with special needs, and belonging to tribal groups, among others. Another sub-group reflected on the role of pre-school teachers and anganwadi workers (AWWs) in ECCE and the need to capacitate them. The other two sub-groups engaged with the relevance of engaging with caregivers and the community for ECCE and the pedagogy, curriculum and teaching learning resources relevant to ECCE.

Each sub-group discussed challenges, policy views, good practices, and context-based strategies for their respective issues. This was followed by a gallery walk where each sub-group was encouraged to understand the discussions of the others. Group members echoed that ECCE interventions must be designed keeping in mind that all the nuances discussed are related to each other and cannot be addressed in silos.

IV. Exploring Perspectives on Foundational Mathematics (Using Number Sense and Measurement as Key Sub-themes)

The session was facilitated by Kavita from Aavishkaar, Gurleen from JodoGyan and Sumitra from Palakneeti. The objective of the discussion was to develop shared understanding on how can the experience of learning mathematics can become more meaningful for children. Group members were encouraged to share their contextual experiences and practices around math education.

The group was divided into sub-groups and they started the discussion by sharing their own relationship and experiences with math as a learner and educator. Members shared varied experiences. Some shared that it was easier for them to build an understanding of math. Some others shared that they were often overwhelmed with the fear of math. The objective of this discussion was to reflect on how the educators’ relationship with math affects the way they teach math in the classroom.

The group then shared about the range of difficulties children face while learning primary math concepts. Participants shared that because of the procedural nature of math, children struggle with making sense of numbers and symbols in math. They also have poor spatial sense and face problems in understanding mathematical word problems.

The group attempted to build a collective understanding of number sense and measurement. They discussed how for preprimary and primary grades, reciting numbers is misunderstood as having number sense. Group members shared that children, when asked to represent a certain number in objects, were not able to do so. The group concluded that having a shared number sense includes gaining a sense about the number – how big and small, how far and near it is, and how one can break the numbers while operating with them.

The next part of the discussion was on exploring measurement. The members discussed how children can meaningfully learn math, and the importance of contextual learning practices. They deep-dived into pedagogies of teaching measurements effectively to children. They shared inputs on exploring the relationship between measurement in children’s real-life experiences and school education and the difficulties children face in learning measurement (length). Group members also shared some solutions to learn measurement in a meaningful way.

The group also explored possibilities of having a math collective that will allow members to continue discussing challenges and interventions.

V. Literacy Learning in a Multilingual Classroom

The session was facilitated by Brajesh from Muskaan, Gowtham from Kanavu, Manimakalai from Gubbachi Learning Community (GLC), and Sheeshpal from Shaheed Virender Smarak Samiti (SVSS). The Wipro team set the tone for the session by emphasizing how the purpose of the thematic sessions were not to find solutions, but to explore strategies that drive learning at the field-level. The team added that through a process of dialogue and discussion in this space, some convergence could be explored.

This was followed by an ice-breaker where Shubhrata from the Wipro Foundation team requested the participants to think about a few lines of a poem, composed by the participants on the spot, with the opening line as ‘I am from…’. Participants engaged with the activity with great enthusiasm. Many of them shared beautiful short versions of the poems they had written. Some of these were composed in English, while many others were written in their regional languages or dialects as well.

The group was then divided into three subgroups. The participants were allocated to three groups, and they went around in turn from one facilitator to the other. The members were learning from and sharing their own experiences with each of the groups.

In each group, following a presentation by the facilitators, discussions around the topic were held. The discussions covered themes such as ‘The importance of bringing the context of the child into the classroom,’ ‘The significance of letting kids speak freely in their mother tongue in the classroom,’ and ‘Strategies to help children read and write in their mother tongue,’ etc.

Brajesh started with the context of Muskaan’s work in Bhopal, with rag-pickers and children from denotified tribes. He shared about how their approach to early language learning drew upon the children’s contexts and experiences. He described how they used the whole language approach to build children’s basic language fluency. The importance of incorporating dialects (e.g., Gondi) other than the dominant regional language (for example, Hindi) was emphasized. He added that the use of art and poems to engage children in creative modes with language learning processes has proved to be helpful.

Group members also echoed that there is a need to inculcate a sense of pride in their own languages among children in any learning context. It would help to have bilingual/ multilingual facilitators who can undertake such teaching-learning processes.

In another group, Mani (from GLC) requested participants to use and share something about the things or thoughts in their own languages, that she had requested the participants to bring along for the session. This had been communicated beforehand. The members observed the interesting mix of proximity of the spoken language across some states/regions, for instance, Odisha, West Bengal and Assam. They noticed how the use of gestures and inflections helped to explain the artifacts, even when such proximity was missing. Group members also noted how language could be comprehended without the knowledge of a formal script or vocabulary.

The group voiced that each facilitator is a learner in this journey. Organizations should accept the language the child comes with and work with them on it. Discussions in the group enabled the participants to engage with the challenges and strategies associated with teaching literacy in a multilingual classroom.

VI. Social-Emotional Learning and Wellbeing

The session was anchored by Mayuri from Apni Shala Foundation and Siva from Viridus. In this session, discussions centered on recognizing the importance of well-being and social-emotional learning competencies of education and development professionals. Relevant skills and dispositions needed to foster these for individuals, teams, organizations and for various stakeholders, were deliberated upon.

The group initiated discussion focusing on the changing and volatile external circumstances in the world today. These often require individuals to be able to respond constructively to uncertainty in both personal and professional contexts. Participants discussed the need to be equipped with skills to respond to situations requiring emotional labor while working in proximity with underprivileged groups.

Group members voiced that beyond a deep understanding of developmental issues and approaches, the success of social change interventions by development professionals depends a great deal on their well-being. Participants shared the challenges in taking care of their well-being. These included facing guilt that comes with taking care of the self, habits and conditioning that make us ignore personal well-being, dependence on the external world for happiness, and difficulties in mindfully focusing on the present.

A social-emotional well-being self-assessment survey was circulated amongst the participants. The survey brought SEL competencies of self-observation, self-management, social awareness and relationship management skills into focus for the group. Participants discussed what emerged from the self-assessment exercise and why these competencies are critical to ensure one’s well-being to work effectively as a development professional.

Each participant also experienced a reflective exercise that highlighted the interconnections and interdependence that each of our lives is a part of. This exercise left most participants with a feeling of gratitude but also of overwhelming loss, and with an awareness of the give and take in relationships throughout our lives. The group concluded by discussing various strategies that can be adopted to ensure the well-being of individuals, teams and organizations.

VII. Science and Nature Education

The session was facilitated by Nirmal from Eikas Foundation, Mudit from Aavishkaar, Geetha and Vena from Nature Conservation Foundation (NCF), and Poornima from The Forest Way Trust. Group members initiated the discussion by sharing thoughts on what comes to the mind of participants when they hear of science and science education. The responses included ‘research,’ ‘process,’ ‘discovery’ and ‘challenging’ – these thoughts resonated with most of the members.

When participants were asked about their feelings and thoughts about ‘nature education,’ they shared that the first thought comes from the fact that nature education seems inclusive. Other words such as ‘wonder,’ ‘co-existence’ and ‘rights’ were also voiced.

While most agreed that there was a wide difference between nature education and science education, there was an equally passionate group of participants who advocated against the creation of a chasm between the two. By the end of the discussion, members agreed that there was a definitive space created for a perspective that looked at both science and nature education as equals, with earlier words that were used for demarcation being later used to describe both.

As part of the session, participants were split into groups with a facilitator each, to discuss and present on three sub-themes with respect to science and nature education. In each sub-group, the participants were encouraged to share two instances of what worked in classes, the impact of those instances in classrooms and a challenge that they faced. Each sub-group shared anecdotes that helped to build a sense of camaraderie and collective understanding amongst the participants.

By the end of the session, participants voiced that the multiple perspectives shared were helpful in reflecting on their journeys as educators. Group members were hopeful to create further meaningful collaborations across organizational lines.

VIII. The Jhamtse Education Model: Educating Hearts, Minds and Bodies

The session on Jhamtse Education Model was facilitated by Lobsang Phuntsok and Rashmi from the Jhamtse Gatsal Children’s Community (JGCC). During the session, the facilitators talked about real life experiences that contributed to creating the Jhamtse Education Model: the three essentials for the 21st century—educating hearts, minds and bodies.

Lobsang shared lessons from 16 years of lived experience of creating an environment where children are imbued with the wisdom to guide, the compassion to nurture, and the skills to serve.

The participating group was divided into subgroups where the members tried to answer questions and shared the common insights and understanding that had developed during the discussions. First, they tried to answer the question, what educating the heart, the head and the body, means. The second involved the ‘how’ of it – how we can educate hearts, heads and bodies.

One of the groups shared that as a culture we have some sense of what educating the mind entails. However, we do not have much clarity about what educating bodies and hearts means.

Another group shared that an educated heart has an awareness of emotions, can express feelings, and by being aware of others is able to have kind, giving and loving relationships. An ethical education was seen as an important part of what having educated hearts, minds and bodies entails.

Lobsang emphasized that for educating bodies, crafts such as carpentry, arts such as dancing, and games such as football are important. The session was concluded with the screening of the film ‘Tashi and the Monk,’ a documentary on JGCC.

IX. Towards Open and Inclusive Libraries

The session was facilitated by Surya and Binit from Prayog, Parismita from NEET, Sajitha from Sajag, and Rupal and Amita from the Community Library Project. The group discussed what reading books in libraries means for them. It also discussed various facets of library-focused interventions.

These aspects included curating collections, engaging children in libraries, and issues of curriculum and access related to library work. In a word map exercise, the participants opined that the library symbolizes many things for people. One participant shared that it is a passport to eternity.

Participants then explored the library set-up. Binit asked participants to stand in a circle and conduct the game of ‘Musical Book.’ A book was placed before each participant. When the music started, they walked around in a circle. When the music stopped, Binit asked them to look at the book placed before them. Each participant was introduced to understand features of the book while conducting sessions with children.

Participants were then divided into subgroups that focused on the themes of curating collections, engaging children in libraries, people in the library, and library curriculum and access.

Members in the ‘Engaging Children in Libraries’ sub-group discussed a case study of a situation where the child was not given access to the library because of the dress she wore. The group then did a role play to discuss the case study. Many relevant facets were discussed during the role play. These included making children feel safe and accepted in libraries. Some common norms and rules that can be set, for children to feel included, were also shared.

The ‘People in the Library’ sub-group discussed that the most key role in the library is that of the librarian. The librarian, through engaging activities, can help children remain connected to books and the library through careful collection of books, and by curating response to books. ‘Miss Moore thought Otherwise’ was a book that the sub-group discussed. Members felt that the book’s vision on a child friendly library is a story for all times.

The sub-group on ‘Curating of a Collection’ started with a treasure hunt. It discussed the larger question of what a child might want to pick up in a collection. A good collection must have books across ages, subjects, themes and genres. The group then discussed whether they would keep the book ‘Guthli has Wings’, a book on a transgender child, in their collection. Discussion around it led to many facets that define a collection.

The ‘Library curriculum and access’ subgroup discussed the roadblocks between a reader and access. Issues related to language, inability to read, and many such concerns were discussed. The Community Library Project team shared their curriculum in the library. Then each participant shared their existing curriculum and the curriculum they aspired for.

In the final discussion, the group as a whole discussed the larger question of how the participants can learn from each other. They also deliberated on how books could be made more accessible, especially for children with disabilities. The group’s members were optimistic about forging collaborations.

X. Understanding the Disability Ecosystem

The session was facilitated by Pratik from ASTHA, Kushal from Samait Shala, and Dipa from Mentaid. It brought together the diverse network of disability organizations within the Wipro Education Partners’ Network. They were able to explore interconnections, similarities and diversities.

The ice breaker session directed the larger group to regroup into smaller subgroups based on the number of years of their practice in the sector. This was done informally with no facilitation. This enabled the group to find each other in the relevant bracket with respect to their length of practice and learn more about each other’s work.

Through a series of small group activities, organizations attempted to describe their work, and position themselves in the domain of education for Children with Disabilities (CwD). Five broad spectrums across various themes represented were target age-group, stakeholders, working model, nature of services offered, and nature of disability. Organizations positioned themselves across each spectrum. They also engaged with questions on the relevance of their work, why they engage with certain stakeholders, challenges, etc.

The group delved deeper into shared challenges and commonalities. The partners shared the problem of unavailability of accurate and complete data at the system level – including data at the intersections of gender and disability, children’s health, livelihood, etc. However, some members opined that each organization’s own work on the ground and practices were rich in data. This information is valid and sufficient to be relied upon.

Problems related to the absence of awareness about the various legislations pertaining to education for CwDs, lack of teacher preparedness, the need for, and feasibility of, cross-disability teacher training, and updates from the field of disability were expressed by a few partners.

Many of the partners who have engaged with the disability space for decades, expressed a need to embrace technology, make better use of ways to disseminate stories and narratives from their respective fields of work. The partners echoed that there is a need for platforms to bring together organizations engaged in both disability and non-disability spaces to explore possibilities of partnerships.

The organizations not working on disability, who attended the session, shared that the discussions helped them to not approach their work in silos. According to them, the session helped them build a systematic understanding of issues related to CwD. A few partners also expressed the need to understand and address cross-disability inclusion.

The group concluded with the shared optimism to explore means of collaborating and leveraging strengths towards the benefit of the larger inclusion ecosystem.

XI. Whole School Transformation (WST): Practices, Challenges and Learnings

The session was facilitated by Rohit from Makkala Jagriti, Mainak from Simple Education Foundation (SEF), and Vidhya Meenambal from Vidhya Vidhai. It was supported by Dilbur Parakh from Aseema and Devika Nadig from Shikshangan in design.

The facilitators worked towards developing a shared understanding of WST, creating spaces for practitioners to share experiences, and some of the best practices and learnings from WST programs. With their support the group deepdived into some of the core challenges of WST and how organizations can think about addressing them.

Participants were divided into sub-groups for two rounds of discussion. The first revolved around basic sharing of processes related to whole school transformation. The