Creative Responses on Dalit Feminism By Teenagers: Part 3 of 3

This is one of the microadvocacy projects by the teen fellows of Orikalankini’s 13 week teen fellowship. Each week the teens meet an activist(Anannya G Madonna, Abirami Jotheeswaran and Priyadharshini) from a marginalised group to hear from them and express or apply their learnings in an art form. Applications for this is free but rigorous. The fellowship opensContinue reading “Creative Responses on Dalit Feminism By Teenagers: Part 3 of 3”

Creative Responses on Dalit Feminism By Teenagers: Part 2 of 3

This is one of the microadvocacy projects by the teen fellows of Orikalankini’s 13 week teen fellowship. Each week the teens meet an activist(Anannya G Madonna, Abirami Jotheeswaran and Priyadharshini) from a marginalised group to hear from them and express or apply their learnings in an art form. Applications for this is free but rigorous.Continue reading “Creative Responses on Dalit Feminism By Teenagers: Part 2 of 3”

Lita’s Garden – To Dr Anand Teltumbde

Author Note: During Corona lockdown we were supposed to be home schooling our children whilst keeping up our own full-time work. Struggling with the standard curriculum, which neither they nor I found particularly inspiring, I decided to involve my children in my projects.  It was July. I was making drawings about political prisoners in BangladeshContinue reading “Lita’s Garden – To Dr Anand Teltumbde”

IF WE WANT TO TEACH INCLUSIVITY TO CHILDREN, FIRST LET’S LOOK AT THE WORLD THEY SEE

A. Engage with Childhood Discovery: The First Point of Worldview Distortion Recently, in my pursuit of unconventional cinema, I came across a set of heartwarming stories that believed in the power of an unconventional and distorting worldview. More so, a child’s view: looking through the glass and playing with the spectrum of light so youContinue reading “IF WE WANT TO TEACH INCLUSIVITY TO CHILDREN, FIRST LET’S LOOK AT THE WORLD THEY SEE”

Two Stories

Author Note: Both the stories here are based on experiences I’ve had within higher educational spaces. However, the dominant caste biases that I present in the stories inform conversations on teaching and assessment practices in schools as well. Discriminatory notions of merit and entitlement shape a large part of schooling discourse, which frequently get bolsteredContinue reading “Two Stories”

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