Scottish Dance Theatre and us – an experience we will never forget. November 1, 2012Posted by nehajaiswar in Impulse.
Tags: arts in schools, British Council, Contemporary, culture, dance, dance ins chools, Impulse, scotland, scottish dance, scottish dance theatre
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By – Mokshaa Akkamma Kuttayya, Class 12, Abacus Montessori School, Chennai
Part of a Scottish Theatre group from Dundee in Scotland worked with us for about an hour and fifteen minutes. The energy in them and their enthusiasm was contagious and all of us participated actively. They made us do some movements to loosen up and we also played some games that involved these movements. They then split us into groups and made us draw patterns on the floor across the room and also use the movements from earlier in the pattern. We also had to be coordinated within one group and use signs from each other as cue to change movements. At the end of the session they performed a small part of their piece for us in which energy they had was quite mind blowing.
Overall it was an amazing experience because none of us had ever attended any workshop or session like it. Everybody enjoyed it, even the boys (which is saying something, although they will deny it). It was interesting to see the way a dance/ theatre group works and their style of dancing was really vibrant and refreshing.
Rethinking Re-Imagine: The Edinburgh Youth Summit August 27, 2012Posted by shonaliganguli in Re-Imagine: India-UK Cultural Relations in the 21st Century.
Tags: British Council, culture, Edinburgh, future, India, Re-Imagine, Summit, UK, Youth
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Contributor: Maherunesa Khandaker, participant at the Edinburgh Youth Summit Re-Imagine: India-UK Cultural Relations in the 21st Century
Before the ReImagine Edinburgh Youth Summit, I admittedly was not entirely sure about the project’s aims. After listening to the keynote address on the India-UK relationship given by speakers from the British Council and Edinburgh University however, I started to comprehend why we do need to think about the relationship, my understanding of which grew over the time of the summit.
With a history spanning over 400 years, the relationship between India and the UK is full of intricacies; there have been many victories and failings along their journey together. The relationship has seen many shifts of power, from being partners in trade to the deeply troubled Colonial relationship; from the long awaited independence to the eventual emergence of India as a power, with Britain slowly becoming a supplement. One cannot deny that the UK-India relationship has seen periods of reinvention and rethinking.
Now the question remains – where is their shared journey taking them through the 21st Century? When rethinking the future, one must celebrate what has been achieved. This is what the British Council’s ReImagine Project is all about – it’s looking at the relationship between the UK and India in the past, and where it is in the present, to inform where it is going in the future. The project involves research, publications and debates, with input from 12 participants at the Edinburgh Youth Summit providing the youth perspective to the project, after all it is our generation that will be living the future relationship between the UK and India.
Looking at the present relationship, it cannot be doubted that so much of India is ingrained in British culture, and so much of the UK’s culture is intertwined with Indian culture – from food (after all chicken tikka is the UK’s national dish), to language (hands up if you put shampoo in your hair this morning) or to sport (cricket anyone?) and so many other countless areas of life. The relationship has produced some crucial elements of who we are in both cultures.
Nonetheless there remains potential for both cultures to continue benefitting from a relationship – perhaps the most straightforward reasons for a stronger collaboration in an increasingly globalized world include that it is vital to have strong relationships between countries for economic growth and working jointly towards advances in science and technology. Though perhaps one of the most overlooked and important reasons to consider UK-India cultural relations and their future is because there are plenty of people from an Indian heritage living in the UK and vice versa. Although we have a wonderfully diverse and multicultural society, the truth is that prejudices, apathy and hate do still exist in some parts of society and therefore must be challenged. Once these obstacles are fully broken down, the relationship between India and the UK will bring countless more benefits to all aspects of society and culture.
The ideal relationship would be a mutually beneficial one, essentially a diverse, informed, integrated, open society that cooperates for the overall betterment of both countries’ societies.
We explored a variety of different routes into achieving the vision we aspire to – the key routes including history, education and soft power. I’ll dedicate a section to each of these areas in which I will combine a summary of our discussions with some of my own points of view.
ReImagine Education: “Education, education, education changes mindsets”
(For our world café discussions on education, click here)
Whilst speaking at the Edinburgh Book Festival, A.C. Grayling highlighted that education is about relationships with other people. In a way, the more we learn, the more we want to learn, the more you learn, the more you think – this sums up why education can play a key role in rethinking India-UK relations – after all to fight prejudice and nurture openness we must be direct in the way we teach India-UK relations, how else can people rethink India-UK cultural relations if they are taught nothing about it, if they have little to no awareness of how the two cultures interweave and share a long history together?
There is no doubt that education changes mindsets, and indeed mindsets do need changing. For instance, the amount of people that asked me whereabouts in India I come from the moment they met me troubled me, then in response to informing them I’m from the UK, the usual response is “No really where do you come from?” I was born here, I’ve lived here my entire life and want to grow old here – how can someone think its acceptable to tell me directly I’m “really from” somewhere else? This is a mild example, but it shows that preconceptions do exist in people’s mindsets. Preconceptions and prejudices are enemies to a successful relationship. By reminding each other about either the UK or India’s influence and importance in the other’s culture in an honest and unbiased way we can celebrate how far relationship has travelled, our diversity and accept openness.
Language is also an effective way of understanding another culture. In the UK, few places teach the Sanskrit languages. Though English is one of many Indian official languages, surely we can have greater access and understanding of the great Indian philosophers if we could speak some Hindi for instance.
The importance of study exchange programmes was also highlighted – whilst many Indian students come to the UK to study, very few British students will travel to India to study, and this is something we felt needs to be explored.
It is important that cultural education starts with the youngest in society, but it cannot end with the youth either. The importance of celebrating our shared culture and history needs to be reinforced throughout education, and needs to reach the greater society.
Reimagine history: “You have to look back to look forward”
(For our world café discussions on history, click here)
The problem with the way history is taught in both countries, and most likely all over the world, is that it is biased – essentially the educator will teach their version of events (or at take the stance they have been told to teach). The Indian delegates at the summit said there is too much focus on Gandhi for instance, though there were many other vital figures that played a strong part in India’s independence and that there are political motives underlying the current curriculum. In the UK, it is important to have an education about the UK’s relationship with India, yes it may be uncomfortable, but after all that history was made by the actions of different people of a different time, there needs to be open discussion of it to it so there is a mutual respect and understanding between cultures. For instance, few school children in the UK learn about the soldiers of the Commonwealth nations who died fighting for the Crown, and this is something that must be highlighted.
Reimagine Soft power: “To watch us dance is to hear our heart speak”
(For our world café discussions on culture and sport, click here)
One cannot deny the importance of soft power when it comes to working on relations – this describes a nation’s power to attract people through a variety of mediums including through culture, political values and foreign policy for example.
Soft power primarily through traditional cultural mediums, is something we considered very carefully after our visits to the Scottish National Museums and to the Edinburgh Book Festival. Museums indeed provide a distilled snapshot into the culture of a country, and we felt UK-India cultural relations could indeed benefit if there was an exchange of museum exhibitions from the UK to India to which the wider public should have access, arguably it is difficult to accurately portray culture in a confined space. The director of the Edinburgh Book Festival suggested that, “each book, like a small mirror, reflects a small facet of the world” and we felt that British school children should be encouraged to read the literature that Indian schoolchildren read, and vice versa. The director also highlighted that most Indian literature that is widely available and popular in the UK tends to be written by authors with privileged backgrounds, so suggested encouraging a greater diversity of Indian authors should be introduced to the wider market. Being in Edinburgh during the Edinburgh Festivals demonstrated the importance of drama, music and literature festivals in offering the opportunity to express often unspoken issues.
It was suggested there should be an exchange of museum exhibitions from the UK to India – to which school children and teachers, as well as the wider public should be provided.
Sporting culture is a key area that was discussed at the summit as now, more than ever, is the perfect time for sport to be used as a medium to place the focus on UK-India relationships. Between now and the next Olympic games, the Commonwealth Games will be coming to Glasgow and it is in these games that India have traditionally excelled. The group discussed the possibility of “sports exchange” programmes, similar to study exchange programmes, as well as increasing access to opportunities to participate in culture specific sport, for instance Bollywood dancing in the UK, and perhaps Gaelic football in India.
Whilst we discussed many innovative ways of rethinking and strengthening the relationship between India and the UK, one cannot deny that there are major obstacles to be faced. Some of our biggest challenges include the practical issue of funding and the more complex problem of apathy.
Though there are obstacles, even where we can’t face them head on, there’s nothing to stop us trying to, or moving around them and finding alternatives. For instance, when it comes to Study Exchange programmes, in our connected world there should be nothing stopping us from participating in study programmes using the Internet. When tackling apathy however, there is a need for a paradigm shift, with education (particularly of history) playing a key part in this. Additionally, this may be where soft culture can come into play, by highlighting the aspects of each other’s culture in every day life and increasing opportunities to access sport, art or food in each other’s every day culture, perhaps we can start turning the wheels of appreciation for culture in society. For our discussions on apathy, do have a readhere for more in depth details.
This is a mere summary (albeit, still a long one) of what we touched upon during the Edinburgh Youth Summit 2012, however whilst reading this you might have come up with your own thoughts, which you’re invited to share and inform the ReImagine project. So come join the dialogue at http://reimagineyouth.posterous.com/ or by emailing email@example.com.
Something to remember from the summit –
“We start with ourselves, we move together, learn from each other and form a dialogue”
Culture Connection: understanding and respecting differences October 9, 2010Posted by nupurs in Connections through Culture.
Tags: British Council, children, community, culture, diversity, education, empowerment, Global School Partnerships, Jaipur, literacy, partnership, skills, UK
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Unlike the mainstream schools where education is easily accessible, Bandhyali is a school on the outskirts of Jaipur which caters to the children for whom school is a palace and education a dream. Bandhyali School, in Bandhyali village, is a primary school for 325 children, 201 girls and 124 boys. All these children are from educationally, socially, and economically disadvantaged communities from the surrounding villages. Bandhayli is a free school. No fee is charged, and all books, notebooks and stationery are provided by the school.
This school is run by an organisation called Digantar which aims to develop educational opportunities for children from the nearby villages. The purpose of education is to make every child a self-motivated and independent learner with the ability to think critically. Digantar strives to develop educational opportunities for all children based on this idea. Every child is capable of learning to live in the society, defining his / her goals for life, finding ways of achieving the chosen goals, taking appropriate action, and of being responsible for the actions taken.
Children at Bandhyali School had never visited another place outside their village. They were hesitant to ask questions and make any decision. They lacked creativity and had never shown interest in learning English language.
Nobody had ever envisaged that a visit by a group of teachers from the UK in 2004 would change the classroom environment and improve the quality of education in Bandhyali School. This group of teachers was led by Mr. Paul Whitcombe, Head teacher of Lord Scudamore Primary School, Herefordshire who proposed the idea of partnership with Bandhyali School. Both schools were formally partnered under the Global School Partnerships programme.
The staff at Bandhyali were excited with the prospects of this alliance as it would not only give an opportunity to the students to engage with contemporary issues but also enable the teachers in developing new skills among the students. The aim of this partnership was to primarily evaluate and improve teaching-learning practices, and this was truly in line with the philosophy of education at Bandhyali. This wide-ranging aim would provide endless opportunities for integrating new forms of expression, creativity, exploring diversity and other global issues and supporting formative assessment.
The Global School Partnerships programme, managed by the British Council has provided an opportunity to both schools to work collaboratively in raising awareness about both countries and develop a strong global dimension in the primary curriculum. The programme has benefitted 759 students.
Interaction, creativity and empowerment are the three cornerstones of this six-year old partnership between Bandhyali, a rural school in the Jagatpura district of Rajasthan and Lord Scudamore Primary School in UK. The partnership has come a long way since then; it has laid the foundations of the education dream for the wider school community.
Teachers from the UK school worked on various subjects with the students at Bandhyali. Interaction with teachers from the UK has motivated the students to develop an interest in English language. Various activities were conducted which resulted in improved skills in speaking and writing. The teachers also planned dramas and poems which has improved students’ creativity skills.
Activities in subjects like history and geography has increased children’s knowledge not only of their own country but of UK as well. Locating their partner country and knowing about the geographical conditions taught the students to use a map. They learnt about the similarities and differences between each others’ culture.
The staff at Bandhyali, during their visits to the partner school in UK, learnt a lot about new teaching-learning practices and inter-disciplinary approaches to curriculum transaction; major part of the curriculum is now thoughtfully designed around major seasons, festivals and other events.
The children are now so confident. They are always curious to know more about things around them. They don’t stop questioning until they are satisfied with the answer. They enjoy studying. They don’t shy away in exploring and expressing themselves creatively.
The programme has also benefitted the teachers. The exchange visits have helped in teachers’ professional development, taught them to bring creativity in to the classroom and to make optimum use of each and every resource available.
This partnership has had its positive impact on the community as well. Parents of these children have now become open-minded. They once never agreed to send their daughters to school, are now ready to send them to the UK.
Abdul Gaffar, Senior Academic Co-ordinator, Bandhyali School reminisces asking a parent of a student – “until a few years ago you didn’t even want to send your daughter to school, and you now want her to visit England?’ Prompt came the reply, “I want to give the best education to my daughter and I want her to see the world…”
The mind-set of women in the village has radically changed. They are no longer scared to ask questions and are actively involved in discussions on topics like why men don’t undertake household tasks and why women do more work than men?
Bandhyali School has had an exemplary involvement with the community. The village folk now freely interact with the visiting teachers. The village elders help students with their projects on understanding the changes in lifestyle, education, industry and agriculture practices. The village community has done some significant fund-raising to set up temporary structures for classrooms while a new building for the school is being constructed.
The literacy rate in the surrounding areas in 1992 was 14% for men and 2% for women which has now shot up to 47% for men and 38% for women, as per the survey done in 2008. There is now a long waiting list of students wanting to seek admission in Bandhyali. There are about 197 children waiting to seek admission in this school.
Children of both schools now feel interconnected with each other. They have an urge to visit their partner school in UK. This partnership has developed a holistic perspective among the students of both schools. The activities have helped in develop social ethos and respect and understand the culture and traditions of another country.