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In the post war period when most independent nations were making serious efforts to reconstruct their economies, considerable attention and concern world wide from various international development bodies, government and non-government organisations, academicians and activists alike has been that of education or in other words the eradication of illiteracy as a necessary criterion for achieving better development and growth rates. Based on this objective, in most third world countries , including India, government institutions along with various non-government organisations launched massive campaigns in their attempts to eradicate illiteracy and achieve total (100%) literacy rates amongst their populations. Various time-bound action plans and deadlines were laid out to achieve this some what ambitious objective . Even while most of these literacy campaigns began on a promising note. they met with varying degrees of successes and failures in different contexts. To begin with. in almost all countries, the whole approach to literacy operated within narrow and confined definitions of literacy/ illiteracy A UNESCO document published in 1958 suggested that 1 a person is 1 illiterate' who cannot with understanding both read and write a short simple statement on his everyday life 1. Most literacy campaigns were preoccupied with enabling the 1 illiterate 1 populations acquire reading and writing skills in order to become ' literate 1 in the belief that literacy alone was a panacea or portal to ail the socio. economic and cultural problems faced by the illiterate and under-priviliged across the world . Literacy in this narrow sense was seen as fulfilling a purely instrumental function (reading/writing) without really addressing the basic economic and social needs of the populations that it sought to 'make literate' . The result was a limited success or total failure of many literacy campaigns owing to poor participation from people as well as loop holes in the conception and implementation of the literacy programmes. The aspirations and interests of the targetted populations were largely neglected in the design and execution of literacy programmes. On the other hand however , the presumption that literacy (ability to read and write) can directly facilitate access to economic rewards for the poor and underpriviliged became highly questionable. Subsequent attempts to assess the reasons for the failure of various literacy campaigns led to some important conceptual developments combined with drastic reversal in the entire approach to literacy. The issue that was being raised by most marginalised groups the world over was not why literacy ? but what kind of literacy; when and f or whom? For what purpose ? Literacy for these groups clearly meant the capacity to be empowered in ways which will meet their fundamental development needs. All these led to a broader / wider definition of "literacy' which would move beyond fulfilling the narrow function of enabling people to read and write to respond to peoples' social and economic priorities and capacitate them to seek appropriate solutions,, or in other words "empower them with real education" that was contextually more useful. A more critical and complex area within literacy campaigns that received more attention was that of Adult Education. All the above developments brought into bearing newer concepts and initiatives such as functional literacy, fundamental education, basic education, continuing education, non-formal education, popular education and lifelong learning etc. Closely paralleling these initiatives wag the research and development of new pedagogical approaches by persons using their context specific literacy experiences. Between 1965 and 1975, world politics changed. Progressive forces around
the world gained some ground. As against this background Paulo Freire, the
Brazilian education provided the intellectual framework for a new definition
of literacy, where literacy was seen as a means for raising 'critical consciousness'
making people capable of acting upon their world, of transforming it for
real and authentic human development. This approach demanded structural
changes in the political, social and economic institutions of developing
countries to make the practice of literacy possible. Thus literacy for critical
consciousness for empowering and for total liberation from oppressive structures
gained more ground. 1. A Philosophical sketch of function literacy - The Freirean Way: Amongst the more progressive approaches to literacy that underscored the need for "context-specific" education or education for raising , "critical consciousness', the work of Paulo Freire has assumed increasing importance amongst literacy workers in the past 2-3 decades. Writing as a humanist, Freire believed in the liberating power of education, which avoids the authoritarian teacher-pupil models and is based on the actual experiences of learners and on continual shared investigation around their socio, economic and cultural realities. In such a pedagogical setting, dialogue becomes a key activity where the learners develop the ability for creative intelligence rather than being passive recipients of information transmitted top-down in a didactic mode. Outlining this philosophy in his work "pedagogy of the oppressed",. Freire radicalised a whole generation of literacy workers during the 1960's and 1970's by linking literacy to social change through a process of what he refers to as "conscientization", where the learners become conscious of their reality and take positive action to transform it. The conscientization process has three phases. Freire puts them this way: 1. Realising that we are oppressed. 2. Knowing that we can do something about the oppressive situation. 3. Taking action in co-operative association with one another, both as tutors facilitators and learners to free ourselves. A functional literacy situation calls for negotiated curriculum. Dialogue
here is the 'key", where the learners are involved in the organization
of their learning activities which encourages subject-to-subject relationship. 2. Reflect as a Pedagogical Approach In October 1993, Action-Aid began a two year action research project to explore the possible uses of Participatory Rural Appraisal [PRA] techniques within adult literacy programmes. This led to the development of the REFLECT approach [Regenerated Freirian Literacy through Empowering Community Techniques]. While the REFLECT approach seeks to build on the theoretical framework developed by Paulo Freire, it provides a more effective methodology by drawing on PRA techniques for adult literacy programmes. In a REFLECT programme, there is no textbook or literacy 'primer' other than a guide for the literacy facilitators. The learners themselves develop their own learning materials through the construction of maps, matrices, calendars and diagrams that represent local reality, systematise the existing knowledge of learners and promote the detailed analysis of local issues. To summarize the process in a PRA / REFLECT approach: As a first step, the learners with the help of the literacy facilitator use PRA techniques to construct visual diagrams or maps around any specific local issue of common concern to themselves. The issue might include land, agriculture, housing, health etc. The issue is visually represented on the ground through a map, matrix or a diagram [PRA techniques) using sticks, stones, seeds, colours etc. as codes for representation that the learners are familiar with. All the learners present participate in this activity of constructions visual diagrams / graphics and it can be changed until everyone agrees it is accurate. These "graphics" serve as what Freire describes "codification" for the learners. Following the above activity, the literacy facilitator introduces visual cards [which are simple drawings, representing features on the map/matrix] onto the map on the ground. Each time a card is introduced for the first time it is discussed with the learners until it is recognised and accepted. The diagram on the ground is transferred onto a flip-chart to be used for further use. The shift from constructing visual images [on the ground] to using a pen and paper [flip chart] is the first step towards literacy. Here learners first become visually literate. Using the graphics [codification as a basis, the learners are encouraged to participate in a debate / dialogue in order to facilitate an indepth analysis of the said issue. The "dialogue" becomes the centre stage of the REFLECT approach. The visual cards created earlier are placed once again on the chart, and learners select the "visual card" (generative word) which they would like to learn. The facilitator however needs to ensure that the most regular and basic syllables are introduced first rather than long and complex words. During the first few units, the words are subjected to a syllabic breakdown with an emphasis on rebuilding new words and combinations and subsequently sentences. The maps and diagrams on the flip charts are kept on permanent display for the introduction or generation of new words with the visual image alongside. The learners could, produce their own learning document by being encouraged to make a copy of the map or matrix in their book and writing associated words and phrases alongside. The numeracy component could also be introduced alongside words and phrases around themes discussed in the learning sessions and out of the maps and diagrams produced. In PERFECT approach learners work collectively producing their own primer In the REFLECT product with pen and paper without the help of a or textbook. The maps and matrices produced by learners about their own village could become the resource for establishing priorities and making demands. On a pilot basis the REFLECT approach to adult literacy was introduced in about 100 villages across three countries namely Bangladesh, El Salvador and Uganda.
In India, for the first time Yakshi in partnership with Girijan Deepika introduced the REFLECT approach in to tribal villages of E. Godayari district in Andhra Pradesh . Yakshi, a Hyderabad N. G. 0 (Non government Organisation) was set up in 1993 with a primary purpose to strengthen and support community based peoples' initiatives, peoples' movements and processes of participation in the development of their future. A major focus of Yakshi has been to use theatre as a means of education and communication along with the development and organisation of a resource and documentation centre in Hyderabad. During the last five years, Yakshi has been working closely with an all tribal peoples' mass organisation called G"an Deepika located in the tribal areas of East Godavari district. Girijan Deepika [G. D.] was set up in 1989, as an Independent tribal peoples' mass organisation, with the support of tribal olders. In the late eighties, a group of tribal youth, realizing the limitations of the interventions made by NG0s and political parties articulated the need for a forum to address issues concerning tribals. Girijan Deepika is an expression of tribal peoples' intent to struggle against oppressive forces, restructure the existing Inequitable power relations and gain control over their natural resources. The group is composed of Konda Reddy, Koya Dora and Konda Kammari tribes of East Godavari tribal tracts. Over the past several years Girijan Deepika has been engaged in a process of continuous education, so as to develop perspectives about the existing situation, organize and decide on necessary intervention strategies. The core activists of the group are young tribal men and women. Girijan Deepika is currently active in 60 villages spread across 4 mandals of E. Godavari district namely Addateegala, Rajavomangi, Gangavaram and Y. Ramavaram. Yakshi has played a critical facilitative role to strengthen GD through a process of capacity building.
It is necessary at this point to highlight the economic, political and socio-cultural aspects of the tribal society and population in E. Godavari district both as a response and explanation to the question as to why the REFLECT approach in the remote tribal villages of a single district in Andhra Pradesh ? East Godavari is located on the eastern side of the Godavari river and shares common borders with Orissa to the north, Visakhapatnam in the north-east, Khammam and West Godavari to the West, and the Bay of Bengal running down the Eastern and Southern borders of the district. For administrative purposes the district Is divided into 57 revenue mandals, of which 11 are tribal mandals. The district has a total population of 454 lakhs. The population of scheduled tribes is 1.73 lakhs or 3.8% of the total population. The tribes inhabiting the 11 tribal mandals are mainly comprised of the Konda Reddis, Koya Doras and Konda Khammaris. 4.1 ECONOMIC Economically, the tribal villages in the district have been witnessing rapid transformations marked by a major shift in agriculture from food to commercial crops, particularly cotton and tobacco in the past few years. This has resulted in a whole host of problems for the people such as rapid depletion of food crops and near extinction of traditional seeds, loss of soil fertility, food scarcity and scarcity of animal fodder. While monetary concerns and government policies [subsidy schemes] have to a large extent aided this shift, failure of crops owing to uncertain monsoons and uncertain returns due to fluctuating international market rates for crops like cotton and tobacco have resulted in high percentage of indebtedness amongst the tribal population. The problem is further compounded by the small size of land holdings. Closely related to the issue of land here is the large-scale seizure and occupation of lands by non-tribal populations resulting in the forcible eviction of tribals. The shift in agriculture practices and decline in forest resources has resulted in extensive fodder scarcity effecting the health and overall productivity of livestock in the area. To some extent, tribals have also migrated to non-tribal areas in search of employment. Added to these are problems arising out of increasing deforestation caused by heavy industrialization, loss of control over forests owing to government declaration of vast tracts of forest areas as reserve forests, scarcity of fuel wood and other raw materials required for domestic purposes, exploitation and commercial monopoly over minor forest produce by external agencies resulting in poor returns. The state government along with several NG0s has been actively promoting joint forestry management and agro forestry programmes in recent times to protect and rejuvenate the forest cover. 4.2 CULTURAL Culturally, the tribal society has been affected by a range of outside influences. Popular cinema, music and consumerist influences have made their gradual entry into tribal culture and influenced it in many ways. One cultural practice where this change is very obvious is the manner in which traditional tribal festivals are celebrated today accompanied by playing popular cinema music on loud speakers and mobile vans that arrive on these occasions in the villages to screen popular telugu cinema for entertainment. A few houses in some [connected with electricity facilities] also have television sets. Almost every house owns an assortment of audio cassettes of popular cinema music. Construction of temples, and celebration of Hindu festivals such as Ram Navami are gaining more ground in favour of tribal festivals. 4.3 SOCIAL Socially, in the area of marriage practices are gradually changing. Traditionally, while most tribals marry within their own specific groups there are a few instances of young tribal men and women marrying non-tribal partners as a conscious choice. On the other hand are numerous instances where tribal women are wooed into relationships by non-tribal men and forced to face subsequent desertion. The important dimension to the whole practice of marriage is the question of tribal certificates which are. becoming increasingly necessary for gaining entry into educational institutions, access to employment opportunities etc. Marriages in various instances is used merely as a means to gain tribal certificates or to convert and register tribal lands to one's own name by many non-tribals. In the process many tribals have been denied of their caste certificates. 4.4 POLITICAL Politically, there are confusing and often conflicting ideological forces at work on the tribal scenario. Political participation of the tribals in their own area has been minimal. None of the major development programs have facilitated true political empowerment for the tribal community. Against this backdrop, is the presence of revolutionary political party forces operating on left ideology attempting to raise critical consciousness amongst the tribals on various issues such as land, forest etc. and impelling them to take collective action to claim their rights . In recent years there has a been growing awareness amongst community based tribal organisations, youth groups, tribal employees etc., to organise and collectively address problems that concern their community. 4.5 HEALTH In addition to all the above, health and education are two areas that have received relatively less attention in these tribal villages in the district. Some of the major diseases affecting people in these areas are tuberculosis, skin diseases, malaria, goitre gasteroentritis etc. Over 60% of the women suffer from a range of gynaecological problems. The health facilities remain largely inadequate to meet the demands of the people. Private health care is limited and out of the reach of most tribals. Lack of easy accessibility remains a major problem. With most hospitals, primary health centres, being located far away from the villages at mandal headquarters. There is also a gradual deterioration of indigenous tribal medical practices and home remedies with more and more people taking to modern allopathic medical system in a big way. 4.6 EDUCATION As regards the area of education, a lot remains to be done. Even while going by conventional figures, the overall literacy rate for the district is 49% and the literacy rate for the four tribal mandals where the present REFLECT programme is underway ranges from 13% [Gangavaram] and 16% [Y. Ramavaram] to 26% [Rajavomangi] and 27% [Addateegala] respectively. Regarding primary education, there are elementary government schools upto 2nd or 5th standard in most villages, where the enrolment of children has been gradually increasing over the years. The government has been encouraging enrolment through schemes such as providing mid-day meals in schools, 3 ' Kgs of free rice to every family sending a child to primary schools etc. These schools have however suffered owing to lack of proper Infrastructure and poor attendance / irregularity on the part of the teachers in attending to their teaching responsibilities. Regarding higher education above 5th standard most children go to tribal residential schools or "Ashrama" schools located usually at mandal headquarters. As compared to boys, the number of girls going to high is school low with many being forced to discontinue education after 5th class. A major reason for this is early marriage or the schools being located far away from the village. Enrolment to residential schools is through an entrance examination to test whether the children have the minimum reading writing, and arithmetic skills required for higher education. Here however, children suffer owing to the poor quality of primary education. Further, children are also denied admission in some instances as a result of failing to produce tribal certificates necessary for gaining entry into these schools. The government has been making efforts in recent years to promote adult literacy in the state. As a part of the overall total literacy drive in the state the 'Akshara Godavari', project aimed at adult literacy was introduced in the district. The adult literacy programme however failed to make a mark owing to problems ranging from conception to implementation, lack of adequate infrastructure and poor participation from people. In most villages in the district, the adult literacy centres had functioned for a very short time before being closed down.
The attempt here in giving a sketchy account of the tribal socio-economic, cultural context is not to paint a very grim and terrible picture of the tribal society in the district. On the other hand, the intention is not to romanticise the tribal societies as fully self-sufficient, closed systems and decrying the entry of contemporary / modern influences which have gradually but definitely gained entry and made their impact over time. The attempt, very importantly has been to point attention to the fact that the tribal socio-economic cultural context critically raises questions of tribal identity amidst all the sweeping changes that'. the tribal society here has been experiencing over time. Today, at a communal juncture, where forces like the Hindutva threaten to incorporate various ethnic, linguistic tribal identities into a dominant Hindu framework, the tribal peoples' struggle [even while accepting a few modern influences] has been to negotiate a middle-path in an attempt to retain their identity. It is perhaps here that community based peoples' initiatives / struggles in this context play a very crucial role. Efforts of Girijan Deepika have been directed towards raising peoples' consciousness around critical issues like land, agriculture, forest, health and conflicts arising between ethnic identity and contemporary/modern influences. Peoples struggles need to constantly be strengthened by widening their information base about their concerns/issues in a larger macro framework. When people become conscious of the fact that their livelihood and other sociopolitical conditions are in turmoil and in a state of flux, and begin to discuss their concerns, then it is the responsibility of community organizations such as G. D., to constantly inform and present critical analytic inputs about the issue to the community. If this is not carried out on a sustained basis, people tend to become complacent, and react/respond only in times of severe crises, which end up being mere fire-fighting interventions. Creative education strategies which organically linked and related issues questions, contradictions and reference points of the community to stimulate social transformations, and empowered the community with new knowledge, perspectives and skills, were possible ways of achieving the above. REFLECT appeared to have the potential of facilitating this by..
Since November 1995, Yakshi and GD have been implementing REFLECT in
ten villages spread across 4 tribal mandals (Addateegala, Gangavaram, Y.
Ramavaram, Rajovamangi) where G. D. is active. Each of the above villages
have one REFLECT centre . 6. Planning for an adult Education program: Creating an appropriate environment for REFLECT Before the actual initiation of REFLECT in the area, a considerable time was spent in what can appropriately be described as "planning". It was essential not to project the adult education program as merely a literacy program, where people come and attend a literacy centre from two perspectives: i) Peoples Participation: In context of peoples previous negative experience with literacy, it was paramount that they should not identify this program as a mere literacy program. i.i) REFLECT : A major objective of REFLECT is to empower people by raising their critical consciousness and enabling them to find solutions to their problems, and not to only empower them with skills of literacy. Hence labelling it as a literacy program" would defeat the very purpose of REFLECT. Thus it was crucial to create the appropriate environment before initiating the REFLECT methodology of education. This was done by focussing on : i) 1 Orientation of the facilitators ii) Identification of an appropriate community forum of interaction wherein which REFLECT could be initiated. 6.1 Selection and Orientation of the facilitators The facilitators were all selected by G. D. and were from the local community. They had all some degree of formal education through the regular government schools in the area. The facilitators were selected by G. D. based on their interest and commitment to G. D. Is goals, their knowledge about problems faced by tribals as also their creative skills (reading, writing, communication, etc.). Interestingly , the majority of the selected youth confessed to being fairly ignorant about the tribal problems and attributed this to many years of formal education, which had successfully alienated them from their roots. It became apparent that the first step was to enable the facilitators to "reconnect" with their people and begin to develop perspectives about the problems that concerned their communities today. 6.1.1 Reconnecting with People and the Context: Building capacities in Communication and Participatory Research Techniques The facilitators were asked to carry out an appraisal to describe the situation in their villages with respect to natural resources (forests, water et.al.), agriculture, health, education, womens' problems, forums of community interaction etc. They were trained in some essential communication techniques and research methods of conducting such appraisals. They used these informal participatory appraisal methods to understand their villages and communities. In addition they had to carry out a Send-structured survey to obtain certain baseline information about these issues in the village. Their insights were collectively analysed by the group. This exercise proved to be a useful step towards developing perspectives amongst the facilitators about problems in their villages as also sensitizing them to their own communities. The facilitators were unable to identify any specific forums of community interaction . A few tribal government school teachers who were observers during the training , intervened to describe an indigenous system of community interaction known as GOTTI, which had now virtually died out. These however still existed in interior tribal villages. The GOTTI idea caught the imagination of G. D. and they sensed there was scope to revitalize and re-establish these local systems of community interaction. 6.2 GOTTI - A forum of community interaction G. D. strongly felt that the GOTTI system of community interaction needed to be revived. Through this GOTTI, the community could have a space to come together and communicate, discuss and do various activities. REFLECT could be one such activity. Further probing within the villages , revealed that GOTTI's had existed till as recent as ten years ago, but had slowly become inactive. Indeed according to the tribal elders, many problems would be discussed and solutions found through the GOTTI. This further convinced G.D. of the urgent need to reactivate GOTTI'S. The question was now taking the idea to the people and placing it in front of them for their reactions. This was done through a cultural campaign using theatre, music, dance and vibrant visuals . A play was evolved which dealt with the concerns and problems of tribals and the role of GOTTI in this scenario, as a forum of communication and community interaction. At the end of the play, the G. D. team got into lively discussions with the audience. The play evoked tremendous response amongst the people and the term GOTTI seemed to spark of a spontaneous positive reaction from the community, especially from the tribal elders. As a follow up, the G. D. facilitators actively took steps to initiate the GOTTI's in their villages. People started. gradually gathering Various issues/subjects would be discussed . The formal/informal appraisals as also the play helped to assess the "mood for an education program" In the project -related villages while at the same helped to explore ways In which literacy could be y User fully to the major linked that affected the lives of the people. The stage was now set to launch REFLECT under the aegis of the GOTTI'S. 7 . Initiating REFLECT.. Initiating REFLECT involved four distinct steps in our experience,. 7.1 Designing appropriate context-specific PRA exercises A team consisting of members of G. D. , YAKSHI and a PRA resource person who was also familiar with the area and G. D., collectively designed and planned the PRA exercises to be used in the REFLECT methodology. The PRA exercises had to be in tune with the needs and concerns of community based organization. The team needed to be conscious of the following while designing the PRA exercises: i) They needed to be used in a manner that would further strengthen the ongoing struggles of the community. ii) They needed to actively promote and sustain an ongoing debate amongst the community around issues of their immediate concern. iii) Since the facilitators in this project were also from the community , rather than external agents, it was important that they would also benefit from the PRA process in terms of enhancing their knowledge base, skills and becoming active participants in community development initiatives. iv) They needed to focus on issues affecting tribal women. 7.1.1 Communities identify their -Priority concerns, which determines the choice of key themes The initial village appraisals along with the feedback from the people through the play and the GOTTI's seemed to suggest that issues related to forests, agriculture, land, health were of major concern to the community. While the team tentatively worked out certain PRA exercises related to these, they were finalized only after a process of people actually identifying their priority problems in the GOTTI'S, which was facilitated through a PRA exercise . (see Annexure 1) 7.1.2 Selection of Key Themes to be explored through REFLECT The team designed PRA exercises around select key themes, which were priority concerns of the community. These would facilitate in-depth debate amongst the community around the specific theme. The team did not mechanically include PRA exercises that appeared to be of minor relevance to the context (e. g. village mapping ), but instead designed exercises that would enable the community to explore a problem intensively. 7.2 Selecting an appropriate pedagogical tool to teach the literacy component of the REFLECT approach. A technique of teaching Telugu, which has been widely used in many children's education programs in Andhra Pradesh, appeared to best meet the needs of the REFLECT methodology of learning based on generative words. While this pedagogical tool evolved quite independently of REFLECT, it was for the. first time being used in a REFLECT approach for an adult education program. One of the strengths of this system is that a learner can begin with any word that is selected by him/her and complete the cycle of learning. The major features of this system are: i) A learner can begin with any word of his / her choice. ii) The focus is on recognizing the letters in the word , by relating the sound of a word to the arrangement of letters in that word. iii) Once the learners are able to recognize the word, the word is divided into its constituent letters (vowels/consanants). The "wothus" and "gunintas" present are also separated out and written. iv) Learners begin to write at this stage. v) The letters are then used to make different new words: first simple and then gradually building up to more complex. Thus new words, and whole sentences can be generated by beginning with root words. (see annexure 2 for an illustration of this technique as used with REFLECT). The only requirement to ensure that a learner acquires the basic literacy skills is that the facilitator : a) maintain a record of the letters covered through words that are taught, so as to ensure that subsequent selection of "words" cover those letters which have not been taught. b) maintain a progress record for each learner to monitor their literacy skills. 7.3 Training of facilitator in REFLECT 7.3.1 Review of earlier Literacy efforts and the need for literacy in the area. Introduction to REFLECT. Facilitators were first made to share their perceptions about the need for literacy in the area, and reasons why earlier programs had been unsuccessful, hence strategies to keep in mind to ensure the success of an education program. The facilitators felt that any literacy program would only be successful if it were linked to the local environment, culture, and addressed peoples concerns etc. They felt that peoples interest in acquiring literacy skills could be maintained by initiating interesting and creative activities, such as singing, dancing, plays, etc. The teaching and interaction should be in their spoken language. Subsequent to this facilitators were introduced to the REFLECT approach . 7.3.2 Specific trainings in the PRA-discussion exercise to be used In REFLECT. Training was split over one week sessions held every 2-3 months. Feedback from the communities from the Problem Ranking highlighted Forests, Agriculture and Health as the three priority issues in virtually all the villages. With this information, the PRA design team was able to develop a package of exercises to explore each of these three KEY themes in-depth (see Annexe I for sample exercises from each key theme). The facilitators were trained in the PRA exercises. Based on the interest of the GOTTI, the facilitator had the freedom to explore any of the three issues Interestingly almost all groups wanted to discuss the Agriculture situation first. Hence the entire group took up Agriculture first, followed by Health and then will move on to forests. Thus the training too was modified to train the group in all Agriculture-related PRA exercises, and then health. Forests will be taken up next. 7.3.3 Training in the literacy component. The facilitators were then exposed to the teaching methodology and practices to be used in tandem with the PRA. (see Annexe II for illustration of this system). 7.3.4 Linking PRA-discussion and Literacy components effectively The facilitators were then given clear instructions as how to practically link the three components of REFLECT : PRA exercise, discussion and the ensuing literacy component . THE ACTUAL EXPERIENCES OF THE FACILITATORS WHILE CARRYING OUT REFLECT ARE SUMMARIZED BELOW: After the PRA exercise , debate and discussion around the issue invariably has carried m for 2-3 days. The chart which carries the outcome of the PRA (facilitators had copied the PRA exercise onto a chart at the end of the PRA session) is placed before the learners and the visual cards that were used will once again be placed, but this time on the chart. The facilitator asks the learners to pick up a visual card of their choice. The facilitator then writes the "written form" of the visual card onto a big chart/ black board. Often the facilitator simulates discussion once more, by exploring different issues/problems related to the word by using theatre. Here the learners enact their experiences related to the word. The facilitator then uses various techniques (visual/drama/body actions/ songs / puzzles etc.) to help the learners to recognize the letters. Once the learners have learnt to recognize the word and its constituent letters, the facilitator encourages them to write. Numeracy has been introduced for example by counting materials used in ranking/ counting visual cards/ counting letters in a word and writing the same. Simple additions and subtractions have also been taught using these materials. While it is possible to teach all the letters through one PRA exercise
(given the range of words/letters that are thrown up threw such a process),
in practice It has been important that the facilitator restrict the selection
of root words to 2-3 per PRA exercise, so that the dialogue and discussion
components of REFLECT are sustained through the susbsequent PRA exercises. 8. REVIEW and Monitoring Review and monitoring occurs at various levels: self-monitoring and monitoring of learners: Facilitators are required to maintain a record of their GOTTI sessions. This includes detailed description of REFLECT : experiences of PRA exercise, discussion and teaching. They also maintain separate records of the Progress/participation of learners. Facilitators weekly review meetings: The facilitators are divided into small sub-groups, and each sub-group meets once a week to share experiences, problems and innovations. Monthly review workshop: Apart from training workshops, separate review workshops were/are held every month. These have proved to be invaluable in providing feedback on the actual implementation of REFLECT in the GOTTI'S. Feedback has been the basis for constant innovation and fine-tuning of the methodology so as to make it more appropriate to the needs of the facilitators, the community and the objectives. REFLECT in practice: Experiences and critical innovations in implementation 9.1 Experiences using PRA in REFLECT Early on in the process it became apparent that facilitators were tending to skip the discussion component of the methodology and move directly into literacy, thus circumventing the entire component of raising "critical consciousness" . Further probing revealed that the reasons for this lay with an assumption on our parts that PRA exercises per-se could trigger a vibrant and dynamic debate around an issue. Infact the facilitators experienced numerous problems in initiating/sustaining discussion based on the "conventional" set of questions which are supposed to be used by a facilitator, to evoke responses from a community and stimulate discussion. Being a member of the community (insiders), and a victim of the identical Problems as was experienced by the community, the latter expected the facilitators to share new inputs and insights about an issue. To the community it was highly ridiculous that "one of them" (the facilitator) questioned them on issues which he or she experienced ! The facilitators felt they required further inputs about the issue itself. As debate and analysis of problems to work out collective solutions, are essential stages towards the ultimate goal - " Empowerment of people", there was a clear need to provide further inputs to the facilitators to enable them to skilfully moderate and facilitate discussion and dialogue. In our experience this has been achieved by two important continuing efforts: i) Reworking the PRA process, where facilitators present an analysis of the results of a PRA to the community as also share their own experiences about the issue in question. ii) Ongoing training on development issues. 9.2 Need-based continual training of the Facilitators: A key factor On-going and need-based training of the facilitators in a range of subjects (e.g. communications, theatre, development issues, gender, PRA, ) has played the key role in facilitating the REFLECT process in the field. Appropriate and need-based training and capacity building has been a critical factor to ensure successful implementation. Involvement with the REFLECT process has led to the development of alternative pedagogical perspectives amongst facilitators such as moving beyond the "teacher-learner" model to see literacy as an interactive process of learning and sharing, integrating theatre [singing, dancing and sign language] with PRA and REFLECT has made the process more fun-filled and participatory. Using local language as a resource base for generating words has in many ways strengthened its importance. 9.3 Continuous review and monitoring: fundamental for need-based innovations This has been crucial to continually adapting the method to make it more in tune with the needs of the people, and provided the basis for formulating subsequent training . 9.4 Womens' participation In the REFLECT process Given the high illiteracy levels and marginalisation of women in the tribal context, womens' literacy and their involvement in the REFLECT process was given top priority. Her however, we faced many constraints. To begin with, we had to carefully examine womens' role within the project itself in two ways - as learners and as facilitators. When the project was initially visualized, one expected atleast 50% of the learners to be women. However, facilitators experience within the villages pointed towards a host of factors - socio-economic, cultural and political that crucially impinged on womens' equal participation in the literacy session. In a review meeting where these questions were discussed, heavy drinking amongst men and subsequent harassment of women, excessive and unequal burden of work falling on women resulting in lack of time, womens' poor health, timings and location of the sessions being inconvenient to the women were found to be the major factors affecting womens' participation in the Gotti sessions. Additionally, the, facilitators, considering their limited experiences had also not made any special efforts to address the above issues, even while recognizing the above discussed factors as crucial. The other important aspect to womens' involvement within the project was their role as facilitators. Here again, during the initial stages, there was a high drop out rate amongst women facilitators as against the male facilitators. The project demand that women facilitators have minimum literacy skills which would enable them to work with this current approach. In the tribal areas, it is only young teenage girls who have these skills, who in turn face a series of pressure from both within the family and the wider society in terms of marriage, series of pressures from the community to control the mobility of young unmarried girls and traditional basis and lack of recognition within the tribal community regarding young unmarried womens' leadership abilities Broadly one had to look at the womens' facilitators role in the context of economic survival as wen as their struggle to gain social and political recognition through their work. For real success of REFLECT, it is important that both men and women participate It is necessary that the facilitator is sensitized to these ideas so that he/she consciously makes efforts to involve both sexes. Program should be responsive to the practical "development" plans/concerns of the community, which they articulate and formulate through the PRA-REFLECT process. PRA-discussion, is a method that enables the community to analyze issues, as also encourages them to evolve strategies to address these. They want to be able to "do something" and take positive steps to change the situation. While often small interventions can be made entirely by the community themselves, in many instances the plans require outside assistance , both in terms of technical and financial Inputs. These practical interventions have to be made in tandem with the issue, to sustain peoples interest. Or else, once again it will be taking people to a certain point and leaving them "high and dry". To illustrate., In the G. D. area interventions have been made based on the outcomes of the PRA and discussions on Agriculture and water resources, health such as :
9.6 Indigenous Knowledge as a source material for advanced learning As REFLECT recognises the importance of the local knowledge while facilitating
the discussions amongst the learners, it is most important to create a data
base on Indigenous Knowledge Systems. This documentation process enable
the facilitators to learn from the community and enable the community to
rediscover their roots of the knowledge which in turn reinforce their struggle
to protect the identity in the present time of crisis. The information also
provides the material for regeneration of words for literacy and post literacy/advanced
learning. 10. Concluding Observations and Invitation for further debate: Our experiences with the PRA/REFLECT approach in a tribal context has thrown up questions at two levels: Our first observation is that while some learners enrolled for the literacy sessions, attended regularly and actively participated and contributed to the discussions, they did not however stay on to attend the sessions concerned with literacy [reading, numeracy]. Sessions with PRA. inevitably attracted more attendance in most villages. If one takes into account the obvious indicators of the success of REFLECT in terms of the ability to read and write, some learners would perhaps not fall within these indicators. If the actual intention of REFLECT is more than a literacy project but as a broader political programme / project, don't these learners stand to stake their claims to that intention ? Secondly at a more broader level, in any context where a functional literacy approach with a critical, political dimension- that of raising critical consciousness is initiated, it tends to assume an anti-state bias with an intrinsic critique of the formal conventional approach. The functional literacy approach in a basic sense demands structural changes in social, political and economic institutions to make literacy work possible and these changes are not easy to come by. As against this what are the ways in which one could possibly integrate this approach with the formal education system at a macro-level ? In the context of the present din over total literacy this small effort
at putting into practice a critical pedagogy may remain another insignificant
alternative. However, in a context where other approaches have made a limited
mark, the success of REFLECT in the tribal context owes to peoples' participation
and in so far as it would play an important role in their socio-economic
transformations. If the present changes like initiatives to growing food
crops resulting from discussions during literacy sessions are anything to
go by, there are already glimpses of a long term change. Annexure I SAMPLE PRA EXCERCISE WHICH WERE USED IN THE YAKSHI-GIRIJAN DEEPIKA REFLECT APPROACH Note: At the end of each exercise, remember to copy down the "finished picture" onto a chart paper. Participants may copy it down in their notebooks, if they would like to. Encourage participants to draw the visual cards 1. PROBLEM RANKING Major Focus: To enable the people to identify and prioritize major issues / problems that affect them in their everyday lives. Preparation: Coloured powder (Muggu/Rangoli powder), visual cards of possible major problems (forests, agriculture, land, water, health, livestock, education, roads, etc.), blank cards, coloured pens, chart paper The process: Ask the participants to draw approximately ten circles on the floor using the coloured powder. Ask them to brainstorm on the major issues/problems that affect them in their day to day life. As each problem is mentioned, ask the participants to depict that problem with an appropriate symbol and place it in a circle (see illustration). Place an appropriate visual card of the problem near the symbol. Ensure that the participants understand the visuals by asking them. You could even ask the participants to draw the visuals Ask the participants to assemble into three/four groups (depending on the number of participants). Ask each group to discuss amongst them and prioritize the problems. Once the groups reassemble into the large group, ask each sub-group to share with the others the prioritized problems. In event of the three groups having prioritized the problems differently, ask the groups to negotiate and reach a consensus. The issues are then to be ranked in a 1-10 order using stones/ sticks or any other locally available material where the issue that emerges as the first priority issue is identified with maximum stones and as they decrease in priority are ranked accordingly in a descending order. Discussion: As is apparent the entire exercise has a component of active discussion in-built into it. In addition, the participants have to negotiate with one and other and agree on a common agenda. Ideas for literacy and numeracy: This exercise initiates the learners into developing a sense of colours, shapes (circles/squares/rectangles etc. ). Drawing circles is a creative medium of initiating the learners into writing, given that the circular motion is a dominant form in the Telugu script. Learners can be asked to practice this circular motion . Ranking of problems is an easy introduction to developing numeracy skills. (Agriculture, Health . Forest emerged as the major priority concerns of people from this exercise. Sample exercises from these three themes are described ) Theme I Agriculture 1. Agriculture mapping Major Focus: To enable the participants to examine the current agriculture practices and the changes that have occurred in the agricultural production system Preparation: Colour powder (Muggu powder), cards with appropriate visuals (rivers, ponds, different crops, check dams fields, trees, hills, etc. ), Blank cards, colour pens, charts The Process: Ask the participants to create an agriculture map of their area, depicting location of fields, crops grown, sources of irrigation, hills, Podu land, etc. Encourage the participants to be as creative as possible in using local materials to construct the maps/models. Visual cards depicting each of these should be placed appropriately on the map. Ensure that the people understand the visuals. Encourage them to create their own visuals. Each visual card should have the written form an the reverse. Depending on the composition of the group and their interest you may attempt constructing an agriculture map of 10-20 years ago., using the similar process. This automatically lends itself to generating discussion of the changes that have occurred and the reasons for the same. Discussion: The discussion may focus on the changes that have occurred in the agriculture production system/practices over the years, the reasons for this and the positive/negative impact of such change. The map can be used to discuss specific issues of concern to the community which are observable on the map (e.g. ponds to be de-silted, check dams breached/proposed, land conflicts, etc.). You might find it easier sometimes to present an analysis/overview of the situation as emerged through the PRA, to the participants/ share your own experiences/additional information, which, helps to facilitate a more focussed discussion. It is useful to remember the five questions "Why, What, Where, When, How", while framing questions to facilitate a discussion. Ideas for literacy and Numeracy: Allow the learners to select a word of their choice and follow the system of teaching as you have been trained in. (to be filled in details of actual experiences of the facilitators) AGRICULTURE MAP Theme 2 Health 1. Matrix ranking of diseases: Major Focus:To examine the diseases affecting different groups by age and gender,the seasonality of diseases and understand perceptions about the severity of diseases in relation to incidence, mortality rates and degree of discomfort. Preparation: Visual cards of diseases, months, men, women, children, aged, blank cards, coloured pens, charts, coloured powder. The Process: Ask the group to brain-storm on all the diseases that affect the community (including all age-groups and sexes). As each disease is identified, a visual card illustrating the disease should be placed on the ground by the participant. Similarly all the cards of diseases should be arranged vertically one below the other on the ground. Once this is complete, visual cards of the months of the year should be placed horizontally against the line of diseases. (see illustration below). Make sure the visuals are identifiable by the community. Now ask the participants to mark out against each disease the period of occurrence. This can be demarked by drawing a line using coloured powder, between the months the disease occurs. Then ask the participants to identify what sections/ age groups of the population are affected most frequently by ailments listed. Accordingly ask them to place corresponding pictures of women, children, aged, men etc. who are affected by the said disease against it but at the opposite end (see illustration). Step 2: Do this separately for diseases affecting different groups (women, men, children, aged. all) Separate out the diseases affecting a particular group and ask the participants to rank these diseases in three ways a) By severity in terms of incidence of disease (number of persons affected ) b) Mortality rates c) Degree of discomfort experienced by the persons Discussion: Discussion may begin with an analysis of the outcome of the above. exercise , beginning with step one and then moving on to step 2. Explore the linkages between disease and seasons, diseases and different age/gender groups etc.
Major Focus: To reflect and analyze the centrality of forest as an issue in their lives and examine the changes that have occurred over the past thirty years. Preparation: Coloured powder, sticks, stones, leaves etc. Asks the participants to draw the forest map as it was twenty to thirty, years ago and then a map of the forest as it appears now. Encourage the participants to be as creative as possible in using local materials to construct the maps/models. Visual cards indicating the salient resources such as hills, streams, ponds, forests, trees, etc. should be placed appropriately on the map Ensure that the people understand the visuals. Encourage them to create their own visuals/ picture cards. Discussion: The discussion may explore the changes that have occurred over the years and its impact on the communities lives. The discussion is always more "intense" when there is a mixed group of participants in terms of age and gender. FOREST MAP PRESENT PAST PRA exercises designed for G.D.'s REFLECT Program Theme 1: Agriculture 1. Agriculture mapping 2. Crops and their uses 3. Seasonal calender of crops 4. Matrix ranking of problems experienced in agriculture
a) Crops grown during early rains b) Crops grown during late rains c) Crops grown in Konda Podu (Shifting cultivation) d) Commercial vs. Traditional crops e) Konda Podu vs. settled agriculture 5. Strategies for food security Theme 2: Health 1. Matrix ranking of diseases to explore: a) Diseases affecting different groups by age and gender b) Seasonality of disease c) Severity of disease (in terms of incidence, mortality, degree of discomfort) 2. Timeline of diseases 3. Tree of Health 4. Body mapping 5. Mapping of water sources 6. Matrix ranking of food 7. Chapati diagram of health facilities 8. Gender, work calender and health Theme 3: Forests 1. Mapping forests: Present and Past 2. Matrix ranking of Forest Produce 3. Availability of Forest Produce 4. Shrinking forest resources : problems and strategies 5. Economics of Minor Forest Produce Annexure 2 i) Learners select root words from the exercise For example: (KondaPodu) ii) The learners enact their experiences / associations of the words . (for instance in this example, they enacted the activities connected with Konda podu (shifting cultivation) reactions from officials etc.) This often stimulates further discussion around the word iii) The facilitator helps the learners to recognize the word using puzzles, playing games, asking learners to enact the shape of the letter using body-actions etc. iv) The facilitator separates out the vowels, consonants "wothus" and "gunintas" from the word, and describes how the word was built with these "building blocks" for e.g.The facilitator encourages them to write these v) Once they are comfortable with the above, the facilitator then explains to them how new words can be formed using the vowels and consonants with/without using "wothus" and "gunintas". The facilitator encourages the learners to practice the same vi) Using the same process one can select two-four root words and evolve two letter three letter words as also create simple sentences.
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