Literacy-based Summer Camp: Day 3

A few new faces joined us today. Two of whom were children of the administrative staff. This included a child who was in the 2nd grade. The different age groups in itself has not posed many problems. However, later in the day, it led to a scuffle, to which I had to be stern and raise my voice to stop the behaviour. The addition of new children each day creates new dynamics among children. It also becomes difficult to see the progress of children over a sustained duration. Nevertheless, at least four children continue to attend the camp, and hopefully, it will help to document their progress over a period of time. Interestingly, all three of these children came in very quiet and shy. However, they have now begun to speak up and sometimes even disagree with me. 

While the camp is for literacy-based activities, I have had to design other non-literacy-based activities along with them. Critical thinking, reading and writing activities seem to put a lot of pressure on children, and they disengage. To avoid this, I usually have two main literacy-based activities in a day, and I cushion it with other movement, craft or art-based activities. For example, in today’s session, I had asked children to get their favourite object to the camp, and I would then ask children to draw their favourite object and write about it. However, I cushioned it with several “fun” (a term children often mentioned in their feedback) based activities. 

Scavenger hunt

I had planned a scavenger hunt for the kids today. These included seven clues I repurposed from online sources and made them relevant to children’s context. See a few examples below. Table. 1

The used candies as a reward for each clue that children found in each place, stuck with adhesive tape. Given the diversity of children with different levels, I divided the children into groups and gave one clue for each group, to avoid any competition and avoid noise or nuisance for the other school staff. 

Getting the first clue will be a joy. Look for it where you put your displays. Answer: display board in the classroom	Now that you are playing the game, look under your favourite seat. Answer: under their seats
If you want to find more clues look at the entrance of this place Answer: school gate	You are finding clues and feeling bold, now go to the place where the stairs begin. Answer: railing of the first stair

                                                    Table 1 Scavenger Hunt Clues

This task not only got children to read the clues, but also got them moving and having fun as a group. 

Children really enjoyed this activity. However, Sahil continued to dominate every clue and conversation with his snarky remarks, on every child and activity. I had to continue to remind him to be polite and respectful. I got the children to the chart paper with camp rules and reminded them to keep it a safe space. However, Sahil’s behaviour continued to remind me of Seven Star Girls from my doctoral study, where children from the upper caste and privilege continue to dominate conversations in a mixed classroom, overshadowing others. As someone who has exhibited similar behaviour during my own childhood and adult life, I feel it is so important for educators to teach listening skills, humility and support for peers to children in classrooms. In a competition-driven education system, this is a lesson that is often ignored. I too learnt this lesson late, during my fellowship at Anveshi Research Centre for Women’s Studies. It was uncomfortable, but I am very thankful to my mentors for making me see my own privilege and tolerating me. 

Favourite objects

After a movement-filled activity, children drew and wrote about their favourite object. I had asked the children to get their favourite objects the previous day. At least five of them had gotten such an object with them. The others who were new drew an object from memory. While children easily drew the objects, sharing colours, pencils, sketch pens, and erasers, writing about the objects posed particular problems. Although many children spoke diverse languages, they did not engage in much personal writing in their spoken language. This meant that there was a disconnect in their speech and writing language. Even if I asked them to write in any language, given English language dominated in the classroom, because of me, children wrote in English. Often asking their peers or me for translation or spellings. See children’s artifacts below. 

Khwaja's artifact

Karthik's artifact

Salim's artifact

Child 4

Ruhi's artifact

Child 6 artifact

Child 7 artifact

Child 8 artifact

Sahil's artifact

Child 9 artifact

Child 10 artifact

Each child then made a presentation of their artifact. Often, they would read lines they had written below their drawings. Sometimes, adding a few words from their mother tongue. Sahil, along with other children, continued to disrupt the presentations, mocking or taunting other children. I had to put my foot down and sometimes raise my voice to stop him. All the while, continuing to draw their attention to their peers’ work and support them by listening to them. Paying attention to others’ work is hard for children. It is also a habit that they have not inculcated. Given the teacher-centred pedagogy of the school, children are perhaps also only attuned to be attentive to teachers. 

Computer-based activity

Through the last four days, I continued to request that the principal to help us provide laptops for children. However, this continued to be a resource and perception-based challenge. The principal, including the management, continues to suggest that it is a waste on “these children” (notions included uneducated parents, ill-mannered, wasting time online) and their community. In addition, the management (a chain of schools) did not allocate any funds for access to working devices and the internet for these children. The principal also believed that parents did not want children to spend additional time on screen, and their idea of studies was mainly textbook-based. I believed that children, especially from marginal backgrounds, needed to develop technology skills, essential for their future. Including creating an email or using the internet for knowledge-based activities, or learning to use it to their advantage. As a way out, I designed an activity where children could work in groups. Sahil volunteered to get his laptop from home. In addition, I used my laptop and tablet for a group-based activity. Children were divided into groups of  4 each. Each group was then asked to open globetrottinkids.com website and study different countries, their capital, information related to their food, currency, etc. Each child was also asked to click on a country and read information on it, and then share the device with their peer. Children spent about 30 mins on the website. This activity was used the next day to design a quiz competition.

Brainstorming - Anger

We next brainstormed the word “Anger”. Why does one get angry, and who makes you angry?  Salim continued to write that he gets angry when he gets beaten up. This is perhaps the second time he mentioned it. See the image below of the activity. Children often mentioned fighting or using their anger for a destructive purpose. When I asked if anger was a good or bad thing. Sahil said, "It is difficult to decide that". I tried to direct children that sometimes anger is a good thing and can be used to change things around them. I used examples of children like Malala, Lokesh and Gitanjali (see images below) who also got angry and created something useful from that energy.  I shared some material on the reasons for anger and how you can use anger to do better things. 

Reading time and conclusion

Children spent the last 20 mins reading books from the reading corner, sharing their books with each other or spending time talking. We ended the day with a song from the movie, Rock On. Socha Tha, the song makes you question your day-to-day life and see wonder in things around you. Khwaja particularly waits for this part of the day as he enjoys the songs we sing in the camp. He also reminded us to carry out the feedback circle where we discuss the day, what they enjoyed? What did they learn? And what they did not like, as well as any feedback children had for me. Most children hesitate to speak, but Khwaja has become very comfortable in speaking his mind. This, perhaps, is also an effect of him, being regular to the camp and developing trust in the process. 

Note: All names are pseudonyms

Literacy-based Summer Camp: Day 2

The day began with Salim and a new student Sahil. The latter is a child of a teacher in the school who attends a different school. Sahil is very proficient in English and has better communication skills than other children. I was apprehensive about taking him. From my earlier experiences with children from advantaged backgrounds, they tend to overshadow others and make it difficult for other, less advantaged children to speak. I saw glimpses of these today as well. Nevertheless, having Sahil also meant that other children continued to benefit from his knowledge in other activities. It then required a balancing act on my end where I had to not only allow expression of all children, including Sahil, but at the same time, create a safe space for apprehensive and shy children to take their time and others to listen. The instances below from the day detail some of these balancing acts and children’s expressions. 

The day began with creating an origami butterfly. This process of creating things with paper gets children to focus their hands and senses. Some children struggle to remember the exact paper folds, or others add too much pressure on the paper, and it crumbles. Nevertheless, they continue to engage, learn from peers, and try to get it right. In the middle of this activity, Khwaja and a new child, Karthik, joined us. Karthik is quiet and hardly speaks; however, he continued to participate. 

Map Making

We moved into a map-making activity, where children had to draw a map of the route from their home to school, with all the surrounding elements around it. Children drew elaborate elements of things around their homes. Sahil drew a big entrance of the school, and our conversation moved around purpose and representation on a map. This included the idea that elements on the map do not have to be the same scale and can only be representative. Taking this idea forward, Sahil drew a scale at the bottom of his map. In addition, he continued to work with Salim and help him understand the task better. See children's maps in the images below.

Sahil and Salim's Map of their surroundings

Karthik drew a map of the school

Khwaja's map of his surroundings

We then pasted children’s maps on the classroom wall, and each child presented their map to their peers. I also asked questions to each child on things that were unclear or made suggestions. While Sahil was the first to present his map and did this very easily in English. Salim struggled with English. When I encouraged him to use his own language, he mixed Dakhini and Hindi to speak about his map. However, it was clear that he needed time and patience. In the middle of this presentation, Sahil continued to move around the class, making snarky comments at others’ presentations. I have to continue to draw children’s attention to the rules of the camp. That is, listening and supporting their peers. Perhaps this needs to be a regular reminder.

Salim’s map included elements around his house, but also elaborate buildings, a mosque and a very extensive use of green. Khwaja, on the other hand, included past elements that no longer existed, including trees, which he really liked but were chopped down recently. Karthik drew a map of the school itself. While he drew a smaller house, the sections of the school were more prominent in his drawing. 

In the middle of this activity, four new children entered the classroom. I have had to contend with the fact that, given the informal nature of the event, children will continue to move in and out, with no regularity. Perhaps this is also a form of children’s agency.

While children were engaged in origami at the beginning of the day, I also created a reading corner at the far end of the classroom. These included a collection of books in Hindi and English on various topics. If new children came in the middle of an activity, I directed them to the corner so that they could engage themselves in the book. However, this also became a disruptive element, as Sahil continued to move towards the books and engage others in conversations when he finished his tasks. From the next day, perhaps, I would open the space only during the reading hour at the end.

Brainstorming "Courage"

For the next activity, which now included about 9 children, we brainstormed what it meant to be courageous. Children came up with various notions, including brave, people they found brave around them. I also encouraged them to share stories of people they found courageous around them. A boy shared that he found his father and mother brave, given they provided food, education, among other things, despite economic hardships. Others shared how they found their sister brave. Sahil added that being brave meant doing things in spite of being scared. I then asked them if they thought they were brave. Some said almost, others clearly refused. I drew their attention to tasks they did daily, like crossing the road, coming to school or doing hard things. This created a buzz, and children started talking about reading and writing as hard things that they did anyway. I then pasted printouts with information on children who had done brave things in India and received bravery awards from the Prime Minister. Children read their stories pasted on the walls. See images below.

Brainstorming "Courage"

This led a child, Sohaib, to come to me and tell me about an Instagram story he had read about a 7-year-old boy who recently crossed a strait between India and Sri Lanka and won an award. He was very captivated by this story.

While I opened the space for children to use the rest of the time in the reading corner, Shoaib wrote a few lines about the swimming boy and wanted me to read it. He said he will add a few more points about him and show me tomorrow. I was intrigued by how the conversation about courage led him to put his thoughts to paper. I will add more on Shoaib’s writing in the following post. 

Children continued to enjoy reading the books, occasionally coming to me to ask questions. I sat away from them, writing my reflections, letting them read undisturbed. Some children read on their own while others read in groups. I was surprised by how much children enjoyed going through the books. The school does not have a library; maybe this is something that can be built with the help of the principal. 

We also sang the song, “We will rock you”, thumping to its beats and clapping our hands. I gave each child a photocopy of the lyrics so they could sing along. Children certainly seemed to enjoy the song because many of them asked for a similar song in our feedback circle. 

Feedback circle

Children asked for more art, craft and song-based activities. Some even asked for carrom, chess and other board games. Sohaib said he liked the brainstorming activity. Some mentioned linking the map activity. Request for computer-based activities continues to be put forward by children. However, between the school's unwillingness and my resource limitations, creating a virtual project activity, is perhaps untenable this time. Perhaps more group based and shared activities can be tried out.

Note: All names are pseudonyms.

 

 Literacy based Summer Camp:  Warangal, Telangana

The literacy-based summer camp evolved from my doctoral thesis that examined children at the margins’ school and out-of-school literacy. The thesis concluded that perceptions about children at the margins continue to guide pedagogy (memorisation and textbook-based) in the school; the hegemonic presence of school and its pedagogy also guided adults' perception of children outside the school. Children locked between school’s strict reading and writing pedagogy, where marginal children’s personal meaning has no space in formal pedagogy, the gap between school and home-based modalities continued to increase. Nevertheless, children continue to express themselves in in-between and out of school spaces of the school, in their home languages, through translanguaging, or multimodal forms. 

The literacy-based summer camp evolved to continue to create a space for children to express themselves in multiple forms, connecting children’s out-of-school context to their school, which may help bridge the gap between their various contexts and school-based reading and writing. Given my own language limitations, I used Hindi and English. Nevertheless, children were free to use Telugu (the language of the region), Dakhini or mix languages freely. In case I could not understand a word, other children become translators, supporting each other. The activities used in the camp are designed taking into account children’s interests, freedom of movement in the classroom, group work, thinking time and elements of joy. 

The summer camp is held in the same school as my doctoral site, i.e. the Victory High School. The principal has generously allowed me to stay in the school (in a guest room). The principal, with the help of teachers, selected 8 struggling (or as the school calls them “Weak”) children, each from class 6, 7 & 8 (ages 10 to 14 years). The reason for this is that, as I found in my doctoral study, due to a lack of social capital, often children from minority, historically marginalised backgrounds occupied these positions. I used the same criterion to select children for the camp, too. 

We use one of the classrooms for our camp, which runs from 9 to 12 pm Monday to Friday. Although I had planned week-long activities for the 3-week engagement. The number of children, their participation (each child comes at a different hour), meant I had to think on my feet, and the plan changed every day.  

Day 1: The highs and lows

After much preparation, coordination, and travel, the day of the camp finally arrived. I was excited and looking forward to seeing a lot of children. Before the children arrived, with the help of school staff, the benches were rearranged in a circle. I then waited for the children to show up. 

By 9.10 am, there was still no sign of anyone. Slowly but surely, two boys arrived. Mohammed and Khwaja. Both are 13 years old and have just finished their 8th-class examination. They came in shy and sat together on one of the benches. While we waited for other students to come, I had to think on my feet and replan my schedule. We began making origami birds. Khwaja was the son of a school staff member, Sabina. In our interaction the other day, his mother mentioned that she had three kids. Khwaja had a twin who was smarter than him. She said it's perhaps true what they say, one twin is slower than the other, suggesting Khwaja was slow. She said he tries to read and puts in a lot of effort, but does not remember much. Throughout the day, I continued to hear perceptions of adults (Principal, parents) around children, which were mostly negative. Mohammed, on the other hand, was the brother of a previous student I had worked with last year and already knew me from his sister. In fact, when Mohammed mentioned his sister, I saw the resemblance. I felt grateful that the children I had earlier interacted with me left feeling positive and encouraged their siblings to interact with me. 

Introductions

By this time, another child had joined us, Jyoti. She quickly picked up the ropes and was much faster in understanding the folds of the origami bird than the boys. However, I could feel that she felt out of place a little, being the only girl in class. Next, we moved to introductions. This involved a dance movement, sharing their name and one interesting fact about themselves. I started the activity to put them at ease. After a dance move, I shared my name and, as an interesting fact, told them about my dog, who has made me empathetic towards street dogs. When it came to children, they felt embarrassed to perform a dance. I think perhaps it was too much to expect these young adults to feel comfortable in their bodies, and especially in a school context. Nevertheless, Jyoti pitched in; she performed her dance move with ease. Her interesting fact was, “Even if I am not a Christian, I go to church, because of my friends, who are Christian”. Motivated by Jyoti, Mohammed, who did not want to dance, but shared (in Dakhini)  that “he had a pet who stays with him and often goes places but comes back”. Mohammed encouraged Khwaja to speak up, who looked terrified and struggled to speak a word. Mohammed then pointed out that Khwaja swims. I did not want him to feel unnecessarily worried and moved to another activity. 

What does "Safe" mean to you?

I wanted children to devise their own rules for the camp. To align the rules to a common goal, I wrote the word “Safe” and asked all three of them what it means to them. This activity was inspired by Jane Sahi’s book, “In our Own Words” (2015). Children slowly and surely began to voice their ideas. I had to continue to point out that they need to think of the word from their own experience. 

Children's notions of the word "Safe"

Children continued to find it difficult to get the right spellings, so I encouraged them to ask me. Jyoti also spoke in Telugu, which we worked together to translate into English. The languages of children continue to be an important part of the way they express and what they express. Removing “a” language from the classroom opened up children’s expression, created room for dialogue, and queries. There is no doubt that it would have further helped if I spoke Telugu. 

Values of the Summer Camp

Next, we moved to creating rules of the classroom. Children found this activity initially difficult. I encouraged them to think and mull over the rules that will make them feel safe in the classroom, like in their homes. Slowly, they began to add their ideas. We finally ended up with the following rules for all of us.

Children's rules/values of the camp

The Interview 

For the next activity, children had to interview each other on three questions. These included, “How will you describe yourself?” “What do you like to eat the most?” “What kind of things do you do after school?” “One thing you could change around you?” While the two boys noted the questions in their books, a new child entered the class with his father. The father, upon seeing me, began to tell me in front of all the other children how slow his ward was and how if I made him read and write, he would pay me Rs. 1000. During this time, I continued to look at Salim. He looked visibly upset and on the verge of tears. I told the father that his belief in Salim was very important to make any improvement, and each child knows something. My response, perhaps, made him feel a sense of empathy for Salim. He put his hand on his son’s shoulder and agreed. He left the classroom, and I got Salim to learn origami birds from his peers, distracting him. Or so I hoped.  

The other children continued to interview each other, and I made notes of what they were doing.  Mohammed’s responses included watching Warangal Diaries after school (a multilingual web series). He loved eating biscuits with tea and liked to eat biryani. He said he would also like to change his cycle to a better one. Khwaja, on the other hand, said he loved to eat burgers, liked to watch and play cricket. He also spoke about mistakes he made in his writing and how he finds it difficult to keep up with his handwriting. When I enquired further, he said he found it difficult to remember things as well as when he tries to write a “O”, if often becomes an “F”. I am no expert on special needs, but from what I know, Khwaja perhaps needs a specialised diagnosis. I am still looking into this, given that his family does not have the resources to pay for it. 

In between this activity, Javed came to school. One of the children I had worked with during my doctoral study, he also became an integral case study in my thesis. At first, I could not recognise him, given how much he had grown in terms of his height. It was really nice to see him. He is now working at a medical shop and is preparing for further professional studies. I asked him to get other children to come to school. When I enquired about his paintings, an art he had earlier spent hours practising, he said he had left it, given the lack of time because of studies. I encouraged him to continue it and offered to display them at our exhibition on 23rd May.

Javed continued to participate in our activities; however, I could see that the activities did not really interest him. Nevertheless, he was kind and supportive of other children.

Writing Prompt: Aliens want to visit Earth

For the next activity, I gave them a hypothetical situation where everyone on earth had died, and they were the only people left on earth. The aliens who came to Earth wanted to know what life on Earth is like. We are the only examples they have. Children wrote a few sentences to this prompt. 

The image below contains children’s responses to the writing prompt. While all of them wrote about their family, Salim, to my surprise, was the most creative. In his response, he asked aliens not to come to Earth, as it was not a very good place. His reasons being people fight, get beaten up, and it's very hot. Salim took a lot of time to write his letter, often seeking help from his peers to get the correct spelling. Nevertheless, he managed to write an absolutely original response. 

Children's description of life on Earth

Storytime

Moving on, I read the story of “Useless Mr Sadanand” by Satyajit Ray to the children. Children did not enjoy this story much, and I had to stop midway. I realised that they needed better stories. For this purpose, I finally received the books (via Speedpost) I had gathered to create a reading corner (suggested by Geetha M, a PhD peer). This perhaps might work better than reading a story to them. 

Feedback Circle

We ended the camp with a feedback circle. Although children often found it difficult to express things they did not like, I encouraged them to speak openly. Khwaja finally said that they did not like the Sadanand story. They requested more origami computer-based activities. 

I've been trying to arrange for computers in the school for a while now. Although the school has a computer lab, internet access is denied to children. On digging further, I was told that the management does not think it is appropriate for children to use the Internet, especially “these” children whose parents might create an issue if they create a nuisance. “These” has come to mean many things, including the lack of judgment, ability, capacity, etc., for not just children but the community as a whole around the school. Even when a computer personnel agreed to connect the internet with the computer, at a nominal fee, I was asked, “Is it worth the price?”

This perhaps is the question, that left me deeply troubled. Who decides the worth of anything? The question of literacy is unquestionably entangled with the politics of power. I realised that some of these questions of worth, also need to enter the activities of the summer camp and children need to start thinking of it and take action themselves.

Note: All names are pseudonyms.

Need for Empathetic Mentorship for Diverse Doctoral Student Needs   

A few weeks ago, I attended an online session on "Women of Color Mentors and Leaders in Academia" organised by the Department of Teacher Education at Michigan State University (MSU). The focus, as the title suggests, was to address challenges that women of colour, as early career researchers face in universities across United States. The discussions nonetheless brought attention to issues within academia that are perhaps relevant to graduate students across the world. The candid and honest conversations highlighted issues of mentorship, advice on negotiating current challenges and re-examining expectations based on personal goals in academia. 

I discuss some of the ideas from this session that were insightful because they made me critical of my own experiences as a Doctoral student in higher education or made me realise struggles of historically marginalised groups in such institutions. Others that inspired or left me with a new understanding. 

1. Mentorship

Speakers shared challenges of different kinds as faculty within academia. All however, agreed that the challenges they face now as Faculty are intimately connected with the quality of mentorship they received as Doctoral students. Through their many experiences, the speakers pointed at the need for supportive mentors and safe spaces in higher education to discuss issues that can cater to needs of especially underrepresented groups within academia.  

The experiences that speakers shared not only highlighted areas of necessary support but also guidance on ways to provide such support. Conferences, as a speaker shared, can be an overwhelming space. It requires presenting one's research in concise ways, networking with professors or other students towards collaboration or career opportunities. Skills that should be learnt while pursuing PhD. At the institution level these are often left to the purview of peer group discussion or worse are not seen as challenges as at all. They are also rarely discussed between the supervisor and student. Doctoral students with academic social capital are able to take advantage of such organised event within academia, others with little or no exposure or support, continue to be disadvantaged. A speaker discussed how in the context of international conference, coming from Asian cultures where "respect" is a big part of our interaction with teachers, students often find it difficult to talk to professors up close. This can be especially challenging when interacting with professors from European or North American universities where lines between formal and informal conversations are  blur e.g. in a formal meeting with faculty talk about one's family life or weekend plans are common.  

The session panelist spoke about ways, they are mentoring their students through some of these challenges. For example, accompanying Doctoral students at conferences to introduce them to other faculty in the field, ease them through the process at different formal/informal gatherings. 

In another case, a panelist spoke about her hesitation to highlight her vast accomplishments in the field as part of a committee that she was a chair of. The hesitation she highlighted stemmed from her cultural heritage that promotes humility over self promotion. However, in not highlighting her accomplishments she was hurting her chances of being taken seriously in the committee. While as Doctoral students we may not have much research experience like the panelist, it is important to see ourselves as part of a community that is thinking through questions in our field. Knowledge is not fixed but is always in the process of creation. For example, what questions does a text written by an academic in our field raises for us, given our experience of the world? Does it add to that experience or ignore it? how? These can also be questions that can be used for beginning conversations.  

Source: shared by Dr. Felicia Wu

Dr. Felicia Wu, a distinguished faculty at the Department of Food Sciences and Human Nutrition at MSU provided some useful ways to meander through the conference chaos. She suggests being observant and picking up social cues from others around us. "When in Rome, do as the Romans do". Overcoming our fears and making an attempt. I am an introvert and conferences always make me feel socially awkward. Over the years with trial and error, some strategies that I use are - to read up the conference attendee list. Read about academicians in my field, write to them and fix a time to meet with them during the event. Many academicians do not respond however, some always do. This helps in preparing for the networking on one conversation rather than having to talk around a group of people. Dr. Wu's last suggestion is very powerful. i.e. UNITE for strength. For me this means, helping each other out. For example, connecting people of similar interests, a safe space for people to express themselves in their own way, sharing ways of over coming common challenges, being empathetic towards someone having a bad day, and many more. 

2. Mentors come in all Forms

A panelist spoke about her social position as a first generation university student who could never develop a professional relationship with her supervisor. She detailed how some of her challenges were unique, uncommon to even her peers. In such a scenario, she never felt comfortable discussing them with peers or her supervisor. This made her Doctoral journey very challenging. She said this experience left her feeling less confident and feeling uncomfortable when put in a position of a leader or mentor. However, she said that she found her mentors who helped her through her PhD among the women of colour in the administrative staff of her department, highlighting that mentors are not limited to supervisors or teachers. They can be people all around us who make us feel empowered.

3. Constant Pressure to MultiTask and Perform

Many shared concerns about mental health especially with the constant stress of performing multiple different tasks e.g. publishing, mentoring, grant proposals, research, family, teaching, grading and many more. However, all panelist voiced a common advice i.e. decide your purpose and goal that gives meaning to you. Taking time off to engage in other hobbies can be very rewarding. Life can be as busy as we make it but is it worthwhile? Does it bring us joy? 

Source: shared by Dr. Desiree Qin

4. Many Identities

We inhabit many identities e.g. a woman, student, daughter, academic, citizen, etc. Often these identities are confined to certain spaces or relationships with people around us. Dr. Sohyun An, Professor of Social Studies at Kennesaw State University shared how her emotional bond with her daughter who raised many questions and concerns while growing up, shaped her concern for the world and subsequent professional life. She identifies herself as a mother scholar, Asian American (among others), identities that come together in her work. This has also shaped her writing which informs teachers and educators about the history of her community and ways this history can be taught in classrooms, while being sensitive to children's family backgrounds.

The speaker's many identities coalesced to create a beautiful 🌈  of ideas that has the potential to change the world around her.  

Conclusion

The session created a safe space to discuss challenges of many kinds that I have personally experienced during my Doctoral studies. It was a cathartic as well as empowering event. In a way, the speakers' and attendees' temporary relationship became that of a mentor and mentee where these roles often became dynamic. 

Our common challenges within academia helped us embrace our differences and identities. In addition, the shared ways of negotiations created knowledge in a less  discussed area. i.e. mentorship for underrepresented social groups in academia.  

Challenges are an opportunity to build resilience, shaping our moral compass and skills. However, these can only happen if one has the tools/strategies to analyse and choose the best course of action. The development of which requires empathetic guidance and mentorship which is missing in our current Doctoral programs where PhD degree has been reduced to quantity of research progress than socially meaningful progress.

Acknowledgements: Access to the session was made possible through the Fulbright Nehru Visiting Fellowship at Michigan State University and Dr. Jungmin Kwon at Department of Teacher Education. I am grateful to Dr. Felicia Wu, Dr. Desiree Qin and Dr. Sohyun for giving me permission to share their slides and work respectively. 

 

Ollie on the Train!

After months of scouring through various possibilities and weighing options which included prospective pet boarders in Warangal, friends who might be able to care for ollie in our absence, we finally, with much anxiousness, decided to take Ollie - our 9 months old kukur (dog in Bengali) with us from Warangal to Mumbai and back on a train for a family wedding. 

The Uncertainty

Much of the anxiousness came from our concern for his health. We were advised by several dog lovers and professionals to avoid taking him on a long journey as this can cause him tremendous stress and anxiety. However, we had no options in our current city to leave him in safe hands. The condition of pet boarding houses in Warangal is pathetic. We visited several of them in the last 4 months where dogs are confined to a cage to relieve themselves as well as eat. Often people with no animal training are left to their care who often beat the cage with a long stick when the animal howls, barks or makes any loud noise. We were informed that they are taken out once a day for a walk however from the looks of it, I was not very convinced. This is because these boarding places are located in a residential area with little space to move around or take any noise. 

In case of trusted friends, they were worried about travelling during the pandemic and others had prior commitments or were unsure if they could care for ollie for over a week.  

Having left with no other option (known and possible), we decided to make the journey with mixed feelings. We would often sit late into the night rethinking our decision, especially since it affected another life who could not have his say in it. In the meantime, I plunged myself into research looking for articles, information and blogposts of others who might have done so before us. I was not disappointed. I found several helpful videos on YouTube in Hindi of people sharing ways pets can be transported via Indian trains. I connected with a friend on Facebook who had successfully managed to transport his cat from Mumbai to Bangalore. While all these experiences helped in understanding the process, they were still experiences of transporting small pets (under 10 kgs). Given that Ollie is about 30 kgs, I was unsure of the space and discomfort it may cause to him as well as the co-passengers on a relatively long journey. Also if we had to take him down on a station in between the journey, would this be permissible? All my worries were resolved when I read about the couple who transported three indie dogs along with their 9 month old baby between Delhi and Goa on the Indian Train. This also gave me the much needed boost of confidence after which there was no looking back. We were ready for a 909 kms journey from Kazipet station (Warangal) to Lokmanya Tilak Terminus (Mumbai) in 15 hours (one way) with 3 ten minutes stops in between (this is crucial as you will know later).

Planning for the Journey

We booked our tickets in First class A.C on Vishakhpatnam Express, as animals can only be transported in this compartment with the owner. Alternatively, there is a dog box in the luggage compartment. However, this is not a good option especially since you cannot take the dog out in between the journey which will cause a lot more stress to the pet. 

2 weeks before the journey we prepared an Ollie bag with all his toys, dog food, treats, travel bed, animal wet pads, food bowl and water mug, blanket, several empty plastic bags to safely transfer his stools or other bodily fluids in the bin.  

A day before the journey I went to the local Kazipet station to check for documents, space organisation - so that we know where to wait with our luggage on arrival without causing much inconvenience to others, and speak to the parcel or other officers for any rules on transporting pets in the train via railway platforms. However, on my arrival to my utter disbelief, the parcel officer who by chance I found at the reservation counter, plainly told me, "You cannot take your dog via train, in COVID, rules have changed". He then left. I was taken aback. I spoke to the other railway officer at the counter who was sympathetic. He told me to speak to him again, perhaps more nicely (not that I was not before). He was just being difficult. As much as I was infuriated by all this, I also knew that I had to maintain my composure to get things done. The same officer also informed me that there was a station inspection on-going and that the parcel officer maybe unavailable or busy at the moment, only if I wait, I could still meet him. I bought a platform ticket and tried to speak to some others at the station. All of whom directed me to the parcel officer.  

In the parcel office, I tried to reason with the him. He inquired about my booking and if I had booked a coupe which we had. However, since we were two of us travelling with the dog we had to select a two seater coupe instead of the regular four seater. Only then could the dog travel with us. Since we had not done so, he was adamant that we could not travel with the dog. By now, the group of inspectors made their way in our office. The parcel officer from his unswerving self had become unfurled. The inspector inquired about my case and immediately asked him to carry forward the procedure. I was informed that there were no change of rule and that I could carry Ollie with me only if I had a coupe for two. The inspector asked one of his colleagues to follow my case and make sure we get the desired seats before the chart is prepared for the next train. He even game me his number if case of any trouble. It is only after I left the station that I realised how lucky I was. This also restored some faith in the system. There are some who want to create unnecessary trouble and then there are others who with their sense of duty undo such efforts and make it work. 

Day of the Journey

Ollie's ticket had to be bought from the parcel office on the same day. So we planned to leave the house atleast 90 mins (its only 10 mins to the station from my house) before the train. However, the taxi that Rakesh was to take the luggage in came late, the auto that Ollie (does not like cars) and I were to take also delayed us. When we finally reached the station, a number of dogs at the station met us with much furore. Ollie too wanted to join the action and kept leaping at them. In all of this commotion, we lost about 30 mins. I left Ollie, Rakesh and the luggage to the parcel office. Only my arrival, I was asked to submit photocopies of my Aadhra card, ticket and vaccination certificate of ollie, all of which I had in original but not photocopies. I had visited the station to check for all these details a day before but the said officer did not divulge any of this information then. Luckily again, the inspector had sent one of his colleagues Mr. Balagopalan to the parcel office, he took images on his phone of the necessary documents and got us Ollie's ticket in the nick of time. Not just that, he came with me to get Rakesh and Ollie to the platform and into the assigned coupe. He was extremely helpful and also the reason that our distance from the station to the train was hassle free and smooth. We are immensely grateful for his assistance. I thanked the inspector once we settled in only to divert attention to the next task starting at us with imposing eyes.

where have you got me?

Ollie got onto the train easily in all the hurry however, putting him at ease within was a challenge. Once we managed to push our two big suitcases under the berth and keep our handbags away, we filled the coupe with Ollie's favourite toys, food and bed. Nevertheless, he would often jump on our seats and sit next to us. 

Ollie's space in the coupe

I am not going down!

We gave him his favourite treats, caressed him, offered him boiled eggs (his favourite), and played with him through the journey. 

playing ball in the train

He was definitely overwhelmed, hyperventilating often and would bark especially at vendors and passersby. Nonetheless he never made any fuss when the T.T came in. We still do not know why! I may be imagining this but perhaps he may have some minuscule amount of intelligence..:-)  Whatever it is, it did save us the trouble we could have had. One of us (mostly Rakesh) stayed up at all times to avoid Ollie making much noise as one of the rules stated that if a co-passenger complains about the dog, we could be forced out of the train. All of this kept us on our toes. 

Rakesh looking after Ollie

We had the timetable for the train, so 2 to 3 minutes before the big junctions and long halts we would take him near the door. I took him on the platform, walked him around so that he could stretch his legs, and also relive himself. Not once during the journey he soiled the coupe or the train. The movement of the train made him nervous and uncomfortable. He made a little fuss to get back on the train but got used to it by the next station. He made friends with some people on the train and would jump with joy to meet them every time they crossed ways (this was very often given the closed space).

Reaching Mumbai   

By the time we reached Mumbai, all of us were tired. Thankfully the Mumbai station was the terminus so that we could get down in our own time. We were again met with howling set of dogs at the station but Ollie was too tired to react. Seeing this, they soon lost interest and left. We had to wait at the station for awhile before we could meet Pratik (my brother) who was coming to pick us up. Ollie was calm (perhaps very tired) throughout all of this and walked out of the station with much gusto. On meeting Pratik, he became instantly playful. They were meeting after 7 months and maybe Ollie remembered him from his childhood. 

With the rain still pouring, we packed ourselves and the luggage into the car. Shaking violently, Ollie soon got all the water off himself and on to us. However, this was a smaller concern to the one we were informed after settling in. The car was about to run out of gas. With Ollie in the car, rains refusing to die down and the fuel light on the dashboard getting brighter by the passing second, we knew we were up for yet another adventure! One that our tired bodies embraced happily having successfully survived one.