482005 Goa, <strong>India</strong>MOHAN SURVEThis is the story of a Dalit Mahar community inSangola taluka in Sholapur, Maharashtra. DalitMahars are low caste scavengers anduntouchables. They <strong>have</strong> lived as discriminatedhumans <strong>for</strong> generations. Untouchability is a seriouspsychological scar that <strong>they</strong> <strong>have</strong> to deal with. They<strong>have</strong> been very influenced by Dr. Ambedkar in thecontext of liberating themselves from untouchability.Kedi soda ani gao chala meaning leave the villageand move towards the city is a slogan that <strong>they</strong>believe will liberate them from all woes.They thought the solution lay in the wisdom ofthis grand phrase.The youth and educated moved to the citiesand <strong>for</strong>med pressure groups in the cities to demandand provide jobs <strong>for</strong> the educated dalits. Eighty-fourpersons managed to get jobs. Only four <strong>have</strong> stillbeen able to retain it. There <strong>have</strong> been voluntaryretirements but mostly retrenchment because ofmechanization and cost cutting factors. They <strong>have</strong>had to come back to the village and seek solutionswithin the community resources. They are weary ofthe scavenging and untouchability stigma.Generations ago it was this very stature in <strong>their</strong>life that provided them with 90 acres of communityland <strong>for</strong> development – a gift from the then ruler.They are not traditional agriculturists. In ten years thisendeavour of cultivating the community land failed.I <strong>have</strong> been visiting this village since 1986 and I <strong>have</strong>seen this village becoming weak. People lookdesolate, the streets are deserted. The basic problemwas that <strong>they</strong> were trying to do capital orientedfarming which failed. We thought we should salvagethe situation and hence introduced them to naturalfarming. Someone had to do it. The village chose aboy who had done his B. Sc and moved back to thevillage <strong>for</strong> a job. He did not find a job and was sellingfish from door to door from a basket head load.Their basic mindset is that <strong>they</strong> are not capableand think themselves inadequate to deal with issuesthat affect <strong>their</strong> <strong>own</strong> life. The police are called in tosettle even minor problems.The solution to this community endeavour offarming the community land lay in uniting thecommunity. We had series of meetings to reach thisend. Through them we realized that people aremade differently. Some <strong>have</strong> initiative and takeaction, others prefer working in the background. Thecommunity learning took place in the sheti shala(farm schools). Questions regarding issues wereraised and understanding derived.Many things <strong>have</strong> happened since.The sheti shala has 2 groups; one, an actiongroup and the other is a study group.Understandings <strong>have</strong> evolved on governmentschemes, common endeavours that benefit thecommunity, the tangible immediate gains that <strong>they</strong>see in sand mining and brick making but the longterm losses to top soil and river ecology.In a way the curriculum is people oriented andmethodology an evolving process.
2005 Goa, <strong>India</strong>49RAGHU BABUI joined the Sajana school. I was there <strong>for</strong> the periodof one year. Here I started with agriculture. We had12 acres of land. The children used to work two orthree hours a day. This curriculum linked the childrenwith nature. By observing and working with thenature the children learnt a lot of things. The childrenhad to maintain an in<strong>for</strong>mation sheet, from thestarting of the season till the end. The student had tonote d<strong>own</strong> the number of hours <strong>they</strong> put in to waterthe crops, how much yield was obtained etc.On one acre of land we had gr<strong>own</strong> creepers, ontwo acres ladyfingers, and on the remaining landwe planted maize. The children got the opportunityto learn about the plants while watering, observing,cutting etc. The children went to the fields to collectdata, interview the farmer or the labourer there.There were no prescribed textbooks, no fixedcurriculum nor syllabus. The teachers used to teachaccording to the interest of the children and designedworksheets accordingly. The work of eachstudent bound together became his <strong>own</strong> uniquenote cum text book.SUMAN, MANJU, RAMA AND CHAMPA: USNPSS,ALMORAAll our learning has come to us from the mountains.Uttarkhand is the hill state in northern <strong>India</strong> sharing acommon border with West Nepal. The mountains<strong>have</strong> sustained life <strong>for</strong> aeons. People <strong>have</strong> drawn<strong>their</strong> basic necessities of fodder, water, fuel andfood from these mountains. In the past three decadesthe ecology has changed, the <strong>for</strong>ests <strong>have</strong>gone. There is male migration and alcoholism.Women are deserted and land degraded.Land degradation has made life difficult <strong>for</strong> thewomen because the basic necessities <strong>have</strong> becomethat much more difficult to fetch and gather.It has become a cash-based economy.Terraced farming is done by the women andsince it is rain-dependent, limited crops are harvested.This has led to the youth seeking opportunitiesoutside the land.A few decades ago, people took cognizance ofthe connectivity between <strong>their</strong> sustenance and the<strong>for</strong>est resulting in the well kn<strong>own</strong> Chipko movement.Since the village ecosystem is the sustainer,Uttarkhand Seva Nidhi decided to introduce aprogramme that would incorporate this understandingin children.We <strong>have</strong> pre-primary education throughbalwadis <strong>for</strong> 2 to 6 year olds, women’s communitygroups <strong>for</strong> community unity, action and decisionmakingand the environmental education programmeis introduced in class VI, VII and VIII throughthe ‘Our land, our life’ series of books.“The results cannot beseen but felt, once thebarriers <strong>have</strong> brokend<strong>own</strong>, one notices inthe participants asubtle <strong>for</strong>m ofawareness thatinduces selfconfidence, pride andcontentedness”.– Dileep Kamat
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