Towards the end of the year 2016, I started searching for things that looked like the symbol ॐ in nature and in manmade structures. As you may already know,ॐ, which is pronounced “Om”, is a very sacred symbol for Hindus.
Initially, I did not find anything natural or manmade that looked like ॐ, but my search trained my eyes to recognize other patterns that looked like art. As I walked on paved surfaces, I started noticing art-like patterns in areas that looked a bit dirty, the kind of areas that people normally walk around or unintentionally step on and keep walking. Using the camera in my smartphone, I started taking pictures of these art-like patterns and started showing the images to people I knew.
The collection of photos that I called “Art That People Step On”, because people tend to step on these art-like patterns while walking, started to grow and I was able to exhibit some of the photos in four solo exhibitions. My photos have also been displayed in some juried group exhibitions so far.
In the month of February, on a particular day, many people in the United States give and receive greeting cards to express their affection to others who are close to them, such as good friends, relatives, and their teachers.
Do you know what that day is called? Valentine’s Day is the perfect day to show appreciation to those you love.
In case you are interested, I found the featured image in the photograph on a walkway. To me, it looks like the wear and tear of the paved surface created the image. Does the image look like a heart?
I have a challenge for you:
Find an image in your environment or online that reminds you of the people you love.
Using crayons or paint and brush, add to and make changes to the image and create a greeting card with your own message.
Your greeting card can be one-sided or two-sided and can be as small or as big as you want it to be.
If you have the necessary software, you can also create the greeting card on your computer.
Take a picture of the greeting card that you created. Take pictures of both sides if your greeting card is two-sided.
The deadline for submission is Sunday, February 28, 2021.
After you submit the picture of your greeting card to the challenge, give it to the person or persons that you like.
There is no entry fee! Cash prizes will be awarded to winning entries:
First Prize: US $50
Second Prize: US $30
Third Prize: US $20
India Currents Magazine will feature all prize-winning entries and a few other selected entries. Adult supervision is strongly recommended when using scissors or other sharp objects. Have fun, and be creative!
Dr. Mandayam Osuri Thirunarayanan was born in Madras, India. He became a citizen of the United States and currently lives in Miami, Florida.
Genius Kids founder Rennu Dhillon says our greatest fear after death is public speaking — unless we make some incremental changes in our education system while we’re alive.
“Confidence is critical,” Dhillon says. “You have to learn how to take control of your life. Compassion, communication, eye contact — these are the kinds of soft skills that we as parents and teachers need to instill in our kids today.”
Her personal odyssey — long before she became a Bay Area education mogul, Radio Zindagi talk show host, and community activist — is its own story of confidence and coming into one’s own. Dhillon grew up in a tightly-knit Kenyan suburb, much like our Bay Area cities littered with extracurricular activities and educational pursuits.
“My mother, being the typical Indian mother that she was, enrolled me into practically everything from music, art, piano, and sports,” Dhillon says and laughs. “But my father, a medical practitioner and the local Deputy Mayor was very deep into politics. So one of the big things that he really wanted us, kids, to focus on was communication. They enrolled me into a drama school called the Little Theater Club at the age of three.”
Dhillon’s childhood in Kenya marked the intersection of so many rapid changes, from an early wave of the feminist movement to political unrest in India following the death of Indira Gandhi. The young actress put pen to paper, drafting impassioned poems and letters for the local newspaper.
“I was a very, very controversial figure in my town,” Dhillon says. “I mean, I was always expressing my views, especially when it came to women’s issues. And my dad didn’t even know half the time when I was writing to newspapers. It would only be when we would get anonymous phone calls at home threatening me about something that my dad would look at me and say, ‘did you write that?’ And I’ll be like, ‘yep.’ God, I caused so much drama at home.”
Twenty years later, the outspoken Kenyan pre-teen, after completing her Pharmacy Degree in the United Kingdom, and Doctorate of Science, launched into two very successful businesses of her own – a matrimonial dating agency and recruiting firm in the United States. She then ventured in Recruiting CEO’s for start up’s and went from hooking people and people to people and jobs. As a single mother navigating the labyrinthian American Dream, helping young men and women find love offered startling insight into the role of ‘soft skills’ within the South Asian American community.
For Dhillon, the devil was in the details. From critiquing her client’s fashion choices to providing advice on eye contact and tone, she realized how the simplest features of personal interaction paved the way to success. Her experience as a dating coach and recruiter molded her vision when she opened up a Fremont-based daycare and accelerated learning center named Genius Kids.
Unlike mainstream education programs, Genius Kids instills public speaking and collaborative skills in students from a young age. Founded in 2001, the organization quickly caught on among Bay Area parental circles. Dhillon’s effortless relationship with kids, paired with her knack of combining learning strategies with the latest technology, brought in more families than ever.
“I think kids learn with smart and interactive technology,” Dhillon says. “We were actually one of the first preschools to ever introduce smart boards into the classrooms. Even the toddlers will come up on our stage, look at a screen, and point to the answer with their little fingers. These are our ways of teaching children. To stimulate students’ curiosity, I don’t want anyone memorizing stories in my classes. I want discussions. I want kids to tell me the story back in their own words — add their own flavor to The Three Little Pigs and use their own imagination. This is how we access a child’s voice and build on their confidence.”
For the second time in her life, Dhillon embarked on a writing journey, this time penning a parenting book titled, Raise Confident Children: Today’s Kids, Tomorrow’s Leaders.The book has different sections dedicated to Dhillon’s ‘Cs’ — compassion, conflict resolution, charisma, control — the different elements that shaped her experience in both teaching and parenting.
“There’s a need to simplify parenting into its basic ingredients,” Dhillon says. “It’s not something that always comes naturally — especially now that we have all these distractions. The world was very different for my great grandparents, grandparents, and my parents. Now, we’re living in a crazy world — completely insane. And if you don’t prepare your child to be able to face a world of the unknown, your child won’t have any control over their life. So I’m a huge one for books. I’m always on the search for new material and information because learning never stops.”
Amid the coronavirus pandemic, there may be no better time for Dhillon to release Raise Confident Children: Today’s Kids, Tomorrow’s Leaders. As lockdown restrictions force schools to adapt to a virtual learning environment, every parent must challenge their preconceived notions about testing, college admissions, and academic life. And perhaps there may be no better writer to release this book than Dhillon herself. As a woman who ventured across borders, within new industries, and into the lives of hundreds of children, Dhillon seeks to embody the very experience she chronicles in her book — a journey into the precarious unknown, where learning and adapting is always essential.
“Don’t underestimate your children,” Dhillon says. “Let them pursue and find their path. And most of all, listen to what they have to say.”
Stay tuned for Confident Children: Today’s Kids, Tomorrow’s Leaders, which releases on October 6th on Amazon! Click here for further details.
Kanchan Naik is a senior at the Quarry Lane School in Dublin, California. Aside from being the Youth Editor for India Currents, she is also the editor-in-chief of her school newspaper The Roar, the 2019-2020 Teen Poet Laureate for the City of Pleasanton, as the Executive Director of Media Outreach at Break the Outbreak. Connect with Kanchan on Instagram: @kanchan_naik_
The current state of our country and world has been hard for us all, including the children in our lives. It is important that we all do what we can to take care of our overall wellbeing, including our physical and emotional health, and support our children to do so as well.
If your child has lots of worries, difficulty concentrating, is withdrawn or getting upset or angry more easily, this may be impacting their ability to do well in school, in their relationships with family and friends, and sometimes even with managing daily activities.
Counseling can be a great support for them and AACI is here to help.
AACI provides individual counseling, family counseling, parenting support, case management and medication evaluation and support services through telehealth and in person, if needed. Contact us today to determine which of our programs best fits your needs.
The 2010 Census missed 1 Million Kids, 0 to 5. An undercount in 2020 will have a severe impact on federal funding for programs that serve our kids. These cuts will impact an entire generation over the next ten years. Fill out your Census form today!
is the official charity partner of the South Asian Spelling Bee’s (SASB) virtual regional events onSunday, Aug. 23,in Seattle, Washington, and on Sunday, Aug. 30, in Fremont, California.
SASB is an annual spelling bee in the United States for children of South Asian descent. Founded in 2008, the event has become the essential gateway for success at the popular Scripps National Spelling Bee. In fact, 11 of the 15 Scripps champions are alumni of the SASB since 2008. This year’s installment of the SASB will be held virtually across six regions, whose winners will get a chance to compete at the finals in September.
Just like SASB, St. Jude has a deeply held commitment to education not only as a research institution, but also as a children’s hospital responsible for providing long-term care to childhood cancer patients. For children undergoing treatment, the St. Jude School Program by Chili’s not only offers a familiar routine with St. Jude teachers offering one-on-one instruction for K-12 students, but also provides patients with a feeling of being in lockstep with the outside world.In addition to K-12, students from around the world also have an opportunity to attend the St. Jude Graduate School of Biomedical Sciences, further displaying the importance of education within the core values of St. Jude.
Because of generous donors, families never receive a bill from St. Jude for treatment, travel, housing or food – so they can focus on helping their child live. St. Jude also freely shares the breakthroughs it makes, so every child saved at St. Jude means doctors and scientists worldwide can use that knowledge to save thousands more children.
This is what makes a difference for patients like Smyrna and her family. At St. Jude, Smyrna’s treatment for medulloblastoma, a type of brain cancer, included radiation therapy and chemotherapy. Smyrna celebrated the end of her treatment with a No More Chemo party, surrounded by her care team, friends and family.
St. Jude Children’s Research Hospital is a humanitarian effort supported by millions of Americans of all faiths and backgrounds united in their desire to help St. Jude continue its mission: Finding cures. Saving children.® Because together, nothing is impossible.
Donor support for the patients of St. Jude Children’s Research Hospital brings hope and comfort to their lives. Share a sweet message today by sending a patient art-inspired card to fill their day with happiness.
St. Jude Children’s Research Hospital®
St. Jude Children’s Research Hospital is leading the way the world understands, treats and defeats childhood cancer and other life-threatening diseases. Its purpose is clear: Finding cures. Saving children.® It is the only National Cancer Institute-designated Comprehensive Cancer Center devoted solely to children. Treatments invented at St. Jude have helped push the overall childhood cancer survival rate from 20 percent to more than 80 percent since the hospital opened more than 50 years ago. St. Jude won’t stop until no child dies from cancer. St. Jude freely shares the discoveries it makes, and every child saved at St. Jude means doctors and scientists worldwide can use that knowledge to save thousands more children. Families never receive a bill from St. Jude for treatment, travel, housing or food – because all a family should worry about is helping their child live. Join the St. Jude mission by visiting stjude.org, liking St. Jude on Facebook, following St. Jude on Twitter, Instagram and TikTok, and subscribing to its YouTube channel.
Lately, there have been many reports about women choosing not to have kids all over the world. Despite the changing times, unfortunately, bearing a child still seems the very definition of womanhood in many sad parts of the world where a woman is deemed “complete” once she “fulfills her purpose of bearing life”. Well, last I checked this is 2020, and isn’t humankind supposed to be more evolved than that by now?
Before you judge me, let me clarify that I am very much pro-kids and maybe, someday, I’ll have one too. However, I also totally get if someone chooses not to have kids, to each her own.
However, this article is not about women choosing not to have kids (you do you, girl!). This article is about those who not only choose to have kids but are also incapable of talking about anything but their kids. This is a real problem. There are online discussions about this with people (including mothers) venting about why some women cannot stop talking about a smiley their kid drew the other day!
Hold On To Who You Really Are
We all have that one friend whose life circulates around her baby. I understand that having a child is a life-changing event – priorities shift and personalities evolve as we embrace motherhood and learn to parent. But, do we have to completely lose ourselves? Does our life have to be only about the kid’s poop, fart, food, and sleep?
Women undergo many physical, biological, emotional, and physiological changes in the process of delivering a child. Our appearance, the way people see us, everything changes. I strongly feel that amidst all this, it becomes even more pertinent for us to hold on to who we really are. Women as mothers have been put on these unrealistic pedestals where in some cultures they are treated like Goddesses (I won’t argue that though). However, jokes aside, we are not Goddesses. We are only human and we should have the liberty to freak out, get exhausted, and demand a break when we need, even from being a mum.
Trust me, I have never met a man who is only capable of talking about his kid. That makes me wonder if the real cause behind this is the deep-rooted heteronormative gender bias in all cultures around the world. The brand of the mother is always associated with care and nurturing while the stud dad goes out and earns a living. Well, this isn’t the 1950s, so women, please chill!
How The Society Is At Fault Here
Sometimes, this can be because of other reasons than just being over-excited about motherhood. If you observe closely, you will see a pattern. First, they obsess over their fathers, then over their husbands and eventually, over their kids. This pattern is alarming because it hints towards a total lack of sense of identity.
Across many cultures, especially in Asia, a woman’s entire life can be broadly divided into three milestones:
Being a dutiful daughter
Getting married to a fine suitor
Mothering a child
You must think I don’t know what I am talking about and that this is all ancient news but look around and tell me – is it really? In many parts of China, if women stay unmarried, they are called “leftovers”, and in many parts of India, if women choose to marry someone they love, they are slaughtered in the name of honor killing.
This brings me back to my original point. The fact that some women talk non-stop about their kids is probably because they have been made to believe that their existence on earth is not enough as themselves. They are made to feel that they must latch on to a man or a child whom they serve, care for and nurture to be essential.
I really hope that as we take baby steps towards a more progressive and open world, women are able to feel free and own their identities.
To those, who just love talking about their kids and disagree, I have only thing to say: “No, I don’t want to know what your child did today. Tell me, what you did.”
Surabhi Pandey, a former Delhi Doordarshan presenter, is a journalist based in Singapore. She is the author of ‘Nascent Wings’ and ‘Saturated Agitation’ and has contributed to more than 15 anthologies in English and Hindi in India and Singapore. Website | Blog | Instagram
Can schools safely reopen though the pandemic shows little sign of waning and educators stumble towards the first day of school in the absence of a clear cut strategy?
The answer is uncertain.
In early July President Trump demanded that schools “open quickly, beautifully, in the fall” for normal, in-person instruction.
The CDC responded with guidelines instructing school districts to build supportive community infrastructures to counter the onslaught of COVID-19 as schools reopened. They urged school officials to implement hygiene and social distancing practices and develop ‘proactive’ plans with health departments, parents and caregivers to deal with potential outbreaks.
A snapshot of the ‘new normal’ for K-12 schools.
Keeping active kindergartners apart; keeping their masks on; fewer students on school buses; limited class sizes; keeping staff safe; sanitizing; PPE; social distancing; online SATs; remote learning; iPads or computers for all.
For many schools, adjusting to the new normal would be a complicated and expensive endeavor.
School systems which struggled with pandemic restrictions would face even greater logistical and financial burdens meeting the new CDC requirements, leaving them with no other option than to continue with virtual classes moving forward.
President Trump tweeted his displeasure at the “very tough and expensive guidelines for opening schools,” and, under pressure, the CDC retracted its message, effectively relinquishing the decision making to school administrators. At the behest of the White House, the CDC emphasized the “importance of reopening America’s schools this fall,” and warned that extended school closures would “be harmful to children.”
What is certain however, is that a safe return to in-person school comes with a hefty price tag – a whopping 200 billion dollars or more, or about $490 per K-12 student. At a panel discussion on how to safely reopen schools hosted by Ethnic Media Services on July 31, Domenech explained that the costs would cover laptops for students and an array of preventive measures that include sanitizers, masks, PPE and safe busing, before schools could consider opening their doors to staff and students. The expense would place an unprecedented financial burden on overstretched school district budgets in the next academic year.
So, a safe reopening would need a huge injection of federal funds (that the Council of Chief State School Officers projected would cost between $158.1 billion and $244.6 billion,) but the government is threatening to cut funds for schools that don’t fully reopen.
Many school districts cannot afford the expense, so policymakers at state and local levels are choosing to wait before making a decision on whether to reopen schools, based on assessments of COVID-19 threats in their region.
Is it safe to go back to school?
In a press briefing, the White House pushed the idea that the greater risk right now is to children’s learning, rather than to their health and wellbeing, announcing that, “We don’t think our children should be locked up at home with devastating consequences when it’s perfectly safe for them to go to school.”
Till recently, the common belief was that young children were not affected by COVID-19 and were unlikely to spread the virus. In fact the CDC reiterated that children pose no risks, stating that, “The best available evidence from countries that have opened schools indicates that COVID-19 poses low risks to school-aged children, at least in areas with low community transmission, and suggests that children are unlikely to be major drivers of the spread of the virus.”
However, new research from a pediatric hospital in Chicago that published its findings in JAMA, indicates that children carry high levels of the virus in their upper respiratory tracks and may efficiently spread infection by sneezing, coughing or shouting.
“In several countries where schools that have opened prematurely, such as Israel, we have seen a rise in cases,” said Pedro Noguera, Dean, USC Rossier School of Education.
As findings like these make parents and educators uncertain about reopening schools in a pandemic, it may be prudent for school districts to first assess the threat of COVID-19 infections in their area before making plans to send children back to school, suggested by Dr. Anthony Fauci, the nation’s top infectious disease expert, in recent interviews with PBS and the Washington Post.
Inequities in K-12 Education
As schools juggle in-person classes versus online learning and hybrid models, some wealthy families are resolving their uncertainty by creating private learning pods or ‘micro-schools,’ with hired tutors to educate their children. It’s an arrangement that reflects the inequities experienced by less privileged students from special needs, disadvantaged and low income backgrounds. Without tutors or pods, and limited access to internet and laptops, these children are likely to fall further behind and “experience tremendous learning loss,” noted Noguera.
The current education crisis stems froma lack of leadership, said Noguera, adding that “The real questions facing the US is when will leadership emerge that can provide the guidance that schools need on how to manage instruction…safely … and how to reopen appropriately, in a manner that does not place lives at risk.” He called on local and community leaders to step up in the interim. It will be up to local and community leaders to create innovative ways to deliver education and support children and families, in the short term, said Noguera.
Moving forward into the future will be challenging for schools because the scope of funding required to make changes is not forthcoming from the federal purse . Without adequate funding for health and safety measures in place, Noguera stated that school districts will have to contend with, for example, teacher unions who recently announced they will go on strike over unsafe conditions.
Eleven million children do not have the laptops they need for remote learning, said Domenech. So, even though technology offers valuable learning platforms, it can be a double edged sword, when teachers are ill prepared to use it effectively and students who have little or no access to technology lose out on their learning.
Schools will have to show teachers how to close the “digital divide,” advised Noguera, by training them “to use the technology to deliver meaningful instruction to kids.” But, whatever devices students use for learning, without access to reliable Internet and Wi-Fi, low income and disadvantaged students would face inequities of digital access, warned USC Professor Shaun R. Harper. In LA, school districts have invested in making screens and hotspots available within communities so children can access learning; but children in rural areas have even less connection and risk being left behind.
Noguera suggested that instead of trying to adapt curricula to cell phones, another option would be to go back to “old school approaches to education” using pencil and paper, adding that “they worked before technology, and could work again.”
“For now, whether our education looks like mini learning pods, pandemic pods, micro schools, or collaborative tutoring with college students….that’s still going to provide inequity in our educational system.” cautioned Eddie Valero, Supervisor for District 4, Tulare County Board of Supervisors. He was referring to economist Emily Oster’s prediction that clusters of home schooling families are going to happen everywhere regardless, and “that will create an economic divide.”
Re-envisioning the future of schooling
Panelists offered several perspectives on when and how schools should reopen.
In working with school superintendents on reopening of schools based on CDC guidelines, said Domenech, the future could feature one of three options – the popular hybrid model, with students on weekly shifts between online learning and in-person classes seated 6 feet apart, total remote learning, or returning to school full-time as before.
However, the continuing rise in infections across the country means that most schools may open remotely. It may be possible for students to return to school only in areas where the rate of infection is below 5%, advised Noguera, suggesting that less risky, outdoor learning may be one way to address the problem. However, places experiencing a surge in cases such as the Imperial Valley in southern California, will have “to rely on community organizations like non-profits to support families and deliver education to children in concert with the school district,” he said.
Noguera’s view was echoed by Mary Helen Immordino-Yang, USC Associate Professor at the Brain and Creativity Institute and Rossier School of Education, who suggested tapping into the “huge cohort of college-ready high school graduates” and using their skills as a resource for tutoring younger students. Engaging young people as a ‘brigade of community tutors” could help solve the shortage of people in teaching and learning, and give them a sense of purpose,” said Yang.
Professor Harper, who leads the USC Race and Equity Center warned that ‘raceless’ reopening policies from school districts would “yield racially disparate outcomes”. He suggested that more consultation with communities of color was needed to “racialize input” into the K-12 reopening strategy. That would involve considerations like providing proper PPE, testing and contact tracing for essential workers in schools who are more likely to be employees of color and are disproportionately exposed to infection, as well as trauma and grief support for staff and students of color, who are more likely to have experienced loss of a family or community member to the virus.
The panelists called on the private sector, specifically high tech companies and philanthropists, to step up and help avert the crisis.
Big tech firms like Amazon said Noguera, which have accumulated huge profits during the pandemic, have a responsibility to assist.
Harper described this timeframe as an opportunity for philanthropists and foundations who want to close racial equity gaps by helping finance “accessibility to learning pods for poorer students who cannot afford it.” There is also a role, he suggested, for nonprofits, youth organizations and college access providers to add to their agendas and recreate pod-like experiences for disadvantaged youth during the pandemic.
Schools are relying on Congress to pass funding that will get K-12 education back on track safely, and Domenech predicts that the majority of schools in America will start the school year with remote learning because, ‘in order to bring any children into school, dollars will be required.”
Valero closed out the discussion by inviting policymakers to re-envision what school should look like for the future by thinking “in creative ways that disrupt our everyday normalcy for something different,” but he urged, “honestly it begins with access, opportunity and fairness for all students.”
“We need to model our classrooms with our most struggling students in mind.”
Meera Kymal is a contributing editor at India Currents
Public education needs to be at the core of the Revolution.
Understanding the function of hegemony is critical in identifying why public education in the United States is the key factor in revolutionizing ideology and challenging power structures. The concept of hegemony as an enforcer of the oppressive condition is explained best by the metaphor of a ripple effect in the water after a single drop. While moving solitarily, a single drop of liquid into a larger pool creates a succession of rings around it. Liquid large distances away, echo from the agitation of the single drop at the epicenter.
Consider interpersonal racism. One is taught biased and discriminatory ideas (often at young and formidable age) about anti-blackness, which then becomes cemented in ideology through experience, choice of social circles, and participation in the capitalist economy (jobs, buying/selling goods, etc). While beliefs and bias socially may impact the narratives one is exposed to, with the addition of the institution, those beliefs become rooted in power structures of politics, ultimately reinforcing them into tangible and measurable oppressive actions intersecting with gender, sexuality, class, ability, religion, and age. This is how a concept or thought of otherness, or anti-blackness, transposes into a ripple that now is rooted in the environment. This practice, often measured through economic means (part of the problem because we center conversations around capital and not humanity), shows a clear institutional racial bias that has rippled into every industry of our society (military, health care, sports, education, etc).
As someone who has dabbled in many areas of community organizing, I realized my calling was with the youth. I know, without a doubt, that my purpose on this earth is to work with and give space for youth to validate themselves. Working within the system is a concept many have discussed. To fix something within implies you have the power to flip a structure rooted in hundreds of years of oppression. As a 21-year-old, I was naive. I was a public school teacher at a “low income” school with a majority being students of color, for 10 years. I taught 2nd, 3rd, 5th, and 8th grade. I know for a fact that I was able to spark ideas, shift thought, and validate hundreds of students over the years. But did I change anything from within? Did I fix the cog in the gears that weren’t working properly?
No. Instead, it broke me, and many others with bodies and minds like mine.
I’d argue too that after gaining all of my experience and this knowledge that there isn’t any validity in attempting to “change” or “fix” something from the inside. Especially when schools are the core of the perpetuated hate. It’s 2020 and several people were hanged from trees in California. Nothing has changed, because the schools haven’t changed. They are functioning exactly as intended, and it’s working. People are dying.
My story is not dissimilar to others. I could reach kids in ways that others couldn’t, and students found safety in my classroom regardless of enrollment. I taught histories that exposed institutional bias, we held space for healing, and students developed agency in a matter of months. Each year the impact of my teaching improved as I focused on my craft, but so did the impact of how the district targeted and abused me.
And without the support and allyship, the mission to “change the system from within” just isn’t sustainable.
My career started by just doing my own thing in my four walls. I would literally close the door, turn the blinds, and talk to the kids with authenticity and honesty. They saw me for that too. Even young students knew I was treating them with more respect than education had ever provided and that felt affirming to them. They knew they could take risks with me. Then I was challenged by a coworker to expand my practice and offer to train others, allow peer observations, and train the staff, because then the impact becomes exponential. I was certified through Teaching Tolerance and did several trainings when admin found it useful for their public relations. Even though there was occasional push back, I felt like I was doing good work.
Slowly the admin write-ups and reprimands began to add up. Essentially the “radical” work I was doing at the elementary level validating students’ identities was “not age appropriate”. I was being pushed out. Because I didn’t want to continue to fight against my admin, I decided to move up to the middle school level in the same district. Since I taught 5th grade at the time, that meant following my students to middle school. I was so excited to continue to do the work and build, and now, I had confidence that I could start on some institutional practices as well.
The first year there was amazing. I facilitated several trainings both at my site and regionally, including one for administrators on restorative practices. I felt validated and affirmed. But with a change of administration brought a change in leadership ideology and now, the new mission of the person in power was to cut off my mic. They immediately let me know that the path I was on was not going to continue. I fought. Hard. Union. Grievance. All of it. I won, too. But I didn’t realize the toll it took on my mental health and that the road was only going to get harder.
The year after, I watched student after student be criminalized, marginalized, suspended and expelled, and some, locked up. The same students who had found refuge with me for a decade. I stopped having anything positive to say to them. How could I tell them it was going to get better? I realized very suddenly, it wasn’t. Then, the district really waged war against me when I spoke out, and sought media attention, because atrocities against students were being ignored. They isolated me, silenced me, and removed me from the one thing that reassured me of my purpose, my time with students.
Speaking out against police abuse on a school campus was like trying to call the cops on the cops. Participation in the public education system requires complicity in causing harm against the most vulnerable. Teachers of color become sacrificial to the cause of supporting youth of color as they navigate the system themselves. It’s just not sustainable.
The concept to describe the relationship between the success of students of color in schools and the prison industrial complex is the school to prison pipeline. However, in 2020, it has undoubtedly turned into a playground slide. The increase of police presence in schools whether as an SRO, community partnership, or some fake notion of safety like with the “Safe Schools” program, has exponentially increased the rate at which students of color are criminalized. The pipeline has been shortened into the slide and even painted a bright color to attract youth. Any teachers that stand in the way are subject to severe injury.
Defund and dismantle the police. Abolish prisons. Abolish ICE. But honestly, without a complete overhaul of teacher staff, redlining, curriculum, anti-racist training, restorative practices, school design, libraries, and community resources, the single drop of racism will continue to ripple throughout society; through friendships all the way to board rooms. If we don’t directly focus on rebuilding public education in the United States, none of this will change.
In Hindi meaning hope and Swahili meaning life, ASHA is an Artist, Educator, and Revolutionary. Through her decade of teaching, performing poetry, and speaking at community events, Asha consistently uses her platform to voice out against injustice and to speak up for those who have been marginalized and silenced for centuries.
This year father’s day felt different. And I don’t mean in the way we celebrate it, because like others I was guilty of incessantly googling many creative and indoor ideas that were floating on the internet, but in its deep sentiment and what it represented. For me this year, I celebrated the often overlooked tenderness in fathers.
Australian poet Pam Brown once wrote, “Dads are most ordinary men turned by love into heroes, adventurers, story-tellers, and singers of song.” I am head-over-heels about my own father. I love fathers in all their forms and shapes because there is nothing more appealing than to see a man’s tenderness crawl out of him in the moments least expected. And fatherhood, if nothing else, will do that to a man.
Being raised by a single father myself, I have seen the tenderness that is possible from a father, I have come face to face with the fact that gender does not decide how one loves and that such love can achieve a lot. I have always celebrated my own father’s tenderness, but in the past few months, my observation of acquaintances, friends, and family has been unique. The Pandemic has given a new face to fatherhood, that of a deeply involved state of participation, frustration, and a redefined idea of love and responsibility.
Within the Indian and even the Indian American social constructs, the father is still seen as the patriarch, the provider. Life in America, compared to India, gives fathers more chances to be involved in the household. They cook, clean, do the dishes, change diapers, drive children to school, and be part of many more practical child raising opportunities. And yet, many fathers do not know the ins and outs of day to day life with children of all ages. It is one thing to do this part-time and another to provide and nurture at the same time, around the clock without any breaks.
A friend whose wife recently had her second child confided in me recently about such an experience. Last time around even though having a newborn was a life change, her husband went back to his life after the paternity leave. But this time, his understanding of the sanctity and struggles of the postpartum period have made him see his own role as a father in a deeper light.
And there are other fathers who get to see the juggle of the children at home, the never-ending labor of love, with no escape. Fathers who are now spending time with teenagers who are off to college in the next few years, their own kids who in the pre-pandemic world had no time to see them, but now they cherish three home-cooked meals together.
And then there are the empty nesters, fathers who now see closely, the pain of the long days of mothers who spent a big part of their adult lives serving children, now starting a new life.
But make no mistake, fathers are losing their minds. They have never done this before and for the first time, they can’t wait for the work alarm to ring at five am again. But meanwhile, they are pushed to their limits. They are exhausted. All they want is a drink with a friend to escape this elevated chaos called the family life. They have children climbing on their sore backs and grumpy teenagers endlessly debating political subjects. And through these sighs and screams, the impatience for the days to end, and passing many a sulky and under-productive day, their hearts have opened, their roles have expanded, and they continue to see the new dimensions and expressions of tenderness. So I hope all the fathers out there did get that drink, whether it was in the bathroom or in the attic, that they were celebrated, because this year they deserved it, more than ever.
I reflect on his advice, “Son, don’t hate. Never be a victim and give in to anger.”
Advice that could not be more relevant in today’s political climate. I see my father’s importance and the positive role he played in my upbringing, my sense of self, and my commitment to my work.
To fully appreciate the philosophy behind dad’s life, you need to know one thing about him – he lived a life with an Attitude of Gratitude.
He raised us not to feel entitled. We learned, early on, the subtle joys of appreciating the good in our lives with daily prayers of thanks. It was a common bond that connected us as family.
He taught us to never compromise on our values and principles and to take accountability. He pushed people to do their best and pushed us outside of our comfort zones, which really helped us grow. He said “We are humans and mistakes can be made. But we’re not going to make mistakes of character or integrity.”
When other fathers were bragging about their wealth, their children’s grades, clothes, and success, dad never boasted. He said “be a good human being in life,” and that is all that will matter in the end. He brought everybody together.
Dad was a caring, thoughtful, and gracious man. He was always quick to recognize and express his admiration for the skills and accomplishments of those around him. Dad believed that giving back to the community was of utmost importance. This was demonstrated by his extensive involvement in civic and community activities.
I am filled with incalculable joy at the thought of the many lives my dad touched. Reflecting on his life reminds me of all the ways my father is still with me after death. I am not without my dad – I am filled with his wisdom and values and while I live, so does he.
Sunil Tolani is the CEO of Prince Organization and a devoted son to his father, Arjan Tolani. He writes this in memoriam of his father, who inspired him to be the person he is today.
I’m Asian American. My dad was born in the British Territory of Hong Kong and my mom is Chinese-American. My mom was born in the Deep South, in Mississippi, and not many Asians lived there. My Po Po is from Hong Kong and my Gong Gong came from Canton, China, so my mom knows how to speak a little bit of Cantonese. I was born in California. My mom says we are Chinese but we also may be related to Genghis Khan!
When I was in preschool one time I got bullied because of the way I look. I didn’t know why. But now I understand. Diversity is like genes from your mom and dad. Genes control how you look like, your personality and the color of your skin. So of course, nobody looks the same. Even though our ancestors come from different countries, we are still American. At my school, in second grade, there’s this presentation called, “Global Us. The Global Us is a play about your culture and your identity. Students perform traditional dances and songs. Afterwards there is a potluck. Did you know that food can bring people together? Countries all have different types of food, and Americans eat almost everything. My friend Lucia loves sushi more than me even though she is not Asian! I did not grow up in the Deep South but I love southern fried chicken, catfish, and hushpuppies! Yummy. Italian pasta is like Chinese chow mein. Argentinian empanadas are like Dim Sum. French baguettes are like American sourdough bread!
The most important thing about being Asian American is that we are still American citizens even though our ancestors came from different countries. A lot of times people cannot tell where we are from because of the way we look. They may say something racist like “go back to your country.” I get very confused because this is my home. You may have heard that the Coronavirus has been spreading around the world. My best friend, who is white, said to me that some white people are scared of Asian people because the Coronavirus can be contagious. But she knows I don’t have the Coronavirus even if I’m Asian American.
But do you know what? A virus doesn’t discriminate against people who look different from other people. In a way, a virus can be a role model, because they don’t care whether people are Asian or not, they just infect anybody with lungs. Nobody should be bullied for the way they look. We all look different. Differences are not bad. Differences are special. We should be kind and include everyone. We can all get along. Everybody deserves to be treated the same. Finding things in common like soccer, ice cream, and Minecraft can build a bridge to make friends like sushi and fried chicken. Everyone in America should be treated fairly because we’re all humans. We all should really get involved to create a better community around the world.
Living in the world that all of us do today, it goes without saying that children across the spectrum need to read books that create awareness surrounding the environment and its inhabitants.
When I think of an Indian publishing house for children, the name that first comes to mind is Katha. What sets Katha’s books apart from others is that it is known for facilitating learning through the power of storytelling. Storytelling is a beautiful way to address some of the most pertinent issues related to the environment and climate change, and the 32-year-old publishing house has time and again called for attention towards our planet through this distinctive approach, in books such as Tigers Forever!, The Mysteries Of Migration, and Polar Bear.
Books that Make You Fall in Love with Nature
One of the most effective ways of getting children to care about the environment is to simply help them fall in love with it. Some of Katha’s older books instill a love for nature with their stories and themes. Each of their books has a varied message: In Run Ranga! Run!, one gets to explore the grasslands with the fearless baby rhinoceros who needs a friend; Walk the Rainforest with Niwupah and Walk the Grasslands with Takuri are tours of rainforests and grasslands with a hornbill and an elephant, respectively; On the Tip of a Pin Was… uncovers the science behind wormholes;The Gift of Gold is a mythical story from South African folklore is about a little girl who saves her village from drought.
Manish Lakhani’s Sonam’s Ladakh tells a story through exquisite photography about a girl belonging to the semi-nomadic Changpa tribe, wandering shepherds in Ladakh. Young Sonam informs readers about animals in the Ladakh region that are her closest friends and “better than boxes of money”. She mentions goats, dogs, her father’s pashmina herds of sheep, and yaks that help grow food and whose wool make their tents. She also points out other animals in the region—the rare Eurasian otters, horses, and Himalayan wolves. The story that is bound to fascinate most children with its sheer novelty and imagery. The books ends with a section that discusses Ladakh’s many glaciers that are gradually melting due to the earth’s global warming, increasing pollution levels and the cutting of trees. The questions posed are aimed at making children think of ways in which all of us in our own way can contribute to caring for the environment.
Keeping it Simple
In a world filled with an overwhelming amount of information on environmental degradation, young children are most likely to gain sensitivity about the situation most through personal experience. Katha’s books have constantly aimed at bringing out simple storylines with characters that relate to most children.
In Who Wants Green Fingers Anyway?, Geeta Dharmarajan explores a mother’s obsession with her potted plants kept in her verandah. When her plants start mysteriously wilting and drooping, her husband researches the subject of how to keep them happy, leading him to attempt re-potting them. What follows is a comical saga, however, the key message has been surreptitiously slipped in—that the roots of plants get tangled up when their pots become too small for them.
More recently, in The Mystery of the Missing Soap, Tobakachi, the wicked Asura and GermaAsura, along with their Coronavirus Army, make soap disappear in Dakshinapur, one of the happiest villages in the country. By tricking people in this way, they ensure that no one washes their hands, which makes them all very sick. That is until the helpful elephant, Tamasha and the fearless girl, Lachmi, show everyone how to make soap in order to win the battle against the Virus Army. The story, beautifully illustrated by Suddhasattwa Basu and Charbak Dipta, is followed by a simple recipe for making soap at home using reetha berries. By explaining the importance of washing one’s hands in order to prevent coronavirus, the book then dives into Katha’s famous “TADAA” (Think, Ask questions, Discuss, Act, and Take Action for the community) section which details what coronavirus actually is and what one can do to prevent oneself from getting it.
Big Ideas with a Heart
After getting kids to fall in love with nature through simple stories—and hence, getting them to care for the environment—the next step is to focus on concepts that help them think about pressing environmental issues that are affecting the world. Every narrative in Katha’s books is filled with common themes—or what the publisher likes to call ‘big ideas’. For instance, all of Katha’s environment books have recurring themes such as empathy, affection, kindness, collective action, and cues to switch to alternative eco-friendly habits.
Ma Ganga and the Razai Box weaves environmental concerns like pollution, soil erosion, and desertification with mythology. The Magical Raindrophumanizes and gives emotions to Mother Earth, formulating her character in a way that the readers feel she’s a person who feels happiness, sadness, anxiety, and joy just like all of us. Katha’s Thinkbook Series has been designed in a way to introduce young readers to big ideas such as “climate change, gender, and kindness through stories that inspire, aspire, and engage.”
Educating through Stories
Katha’s founder, Padma Shri Geeta Dharmarajan, is an award-winning writer, editor, and educator. Her published works alone include more than 30 children’s books, many of which are Katha publications. Needless to say, environmental issues are very close to her heart. She is credited for having created Katha’s unique concept of StoryPedagogy, which combines India’s oral traditions and the 2,000-year-old Sanskrit text on the performing arts, Natya Shastra; an idea that she has seamlessly integrated with an earth-friendly curriculum.
While the stories get children to empathize with the characters and their situation—and thus, understand and imbibe an environmental concept—Katha’s final goal is to make children think deeper and take initiatives to act and make a difference. The insightful exercises that appear at the end of each book are created using the SPICE model (Student-centred, Problem-based, Integrated, Community-based, Electives, Systematic) as well as observations, teachers’ feedback, and research among children in the Katha Lab School.
Katha Lab School is a model and a center of creativity for the slum cluster of Govindpuri in New Delhi. Thus, Katha takes the storytelling approach a step further beyond its books too. The Katha Lab School, for instance, uses no traditional textbooks or a one-size-fits-all syllabus. Instead, its system of education is based on StoryPedagogy, a technique that is delivered through Active Story-Based Learning, which helps children to learn language, science, and mathematics, while developing general awareness and critical thinking skills through various stories and activities.
Katha’s StoryPedagogy is the new age of education – one that we can all benefit from adopting.
Neha Kirpal is a freelance writer based in Delhi. She is the author of Wanderlust for the Soul, an e-book collection of short stories based on travel in different parts of the world.