GLOBAL PARTNERSHIPS AS SITES FOR MUTUAL LEARNING. An Indian Experience

INTERIM RESEARCH PROJECT REPORT.

- September 2011

by - Dr Lingam Raja - Research Consultant - Gandhigram Rural University - - India

1. Introduction.

The main objective of this project is to investigate the link between Canterbury Christ Church University in the UK, and Goodwill Children’s Homes in Tamil Nadu, to strengthen the relationship with the organisations involved. Therefore this study may bring a lot of avenues for more interaction and exchange of programmes in the future. Mutual intercultural learning activities have been in existence between teachers of UK-India for over 10 years. The idea of conducting a joint study that there was no systematic research has been carried out to understand the intercultural exchange learning process in the globalized world. A number of student groups accompanied by the teachers have been visiting as part of their education and field work to the Goodwill Homes for the periods of one to two weeks for the last ten years. Groups from Canford, Canterbury Christ Church University and Margret School are regular visitors in addition to vocational, small and medium groups. About four years ago while interacting with the visiting groups it was suggested that a systematic research could be undertaken in order to find out the changes occurred among the visiting and visited groups both students and teachers as a result of stay work and interactions. That is how the present study has been crystallized. I became involved as researcher because I have been involved in an innovative and action research like these both at national and international level. I am interested in this subject to explore more on the concept of mutual learning at the global level. Since I have been having close association with the Goodwill Chiildren’s Homes, this project attracted me to take up this research. This is a kind of action research that involves study tour, group discussion, and interaction with children, teachers, students, staff and administrators. As a person involves in educational activities I am interested to understand the dynamics of changing behaviour, attitude with the children, teacher and society through intercultural and mutual learning.

2. Background information on India and Tamil Nadu.

2.1. About India

India officially the Republic of India is a country in South Asia. It is the seventh-largest country by geographical area, the second-most populous country with over 1.2 billion people, and the most populous democracy in the world. Bounded by the Indian Ocean on the south, the Arabian Sea on the southwest, and the Bay of Bengal on the southeast, it shares land borders with Pakistan to the west; Bhutan, the People's Republic of China and Nepal to the northeast; and Bangladesh and Burma to the east. In the Indian Ocean, India is in the vicinity of Sri and the Maldives; in addition, India's Andaman and Nicobar Islands share a maritime border with Thailand and Indonesia.

Home to the ancient Indus Valley Civilization and a region of historic trade routes and vast empires, the Indian subcontinent was identified with its commercial and cultural wealth for much of its long history.[13] Four of the world's major religions—, Buddhism, Jainism and Sikhism—originated here, whereas Zoroastrianism, Christianity and Islam arrived in the 1st millennium CE and also helped shape the region's diverse culture.[14] Gradually annexed by the British East India Company from the early 18th century and colonized by the United Kingdom from the mid-19th century, India became an independent nation in 1947 after a struggle for independence which was marked by non-violent resistance led by Mahatma Gandhi.

The Indian economy is the world's tenth-largest economy by nominal GDP and fourth largest economy by purchasing power parity (PPP).[9] Following market-based economic reforms in 1991, India has become one of the fastest growing major economies, and is considered a newly industrialized country; however, it continues to face the challenges of poverty, illiteracy, corruption and inadequate public health. A nuclear weapons state and a regional power, it has the third-largest standing army in the world and ranks tenth in military expenditure among nations.

India is a federal constitutional republic governed under a parliamentary system consisting of 28 states and 7 union territories. It is one of the 5 BRICS nations. India is a pluralistic, multilingual, and multiethnic society. It is also home to a diversity of wildlife in a variety of protected habitats.

2.2 About Tamilnadu

Tamil Nadu is one of the 28 states of India. Its capital and largest city is Chennai. Tamil Nadu lies in the southernmost part of the Indian Peninsula and is bordered by the union territory of Puducherry, and the states of Kerala, Karnataka, and Andhra Pradesh. It is bound by the Eastern Ghats in the north, the Nilgiri, the Anamalai Hills, and Palakkad on the west, by the Bay of Bengal in the east, the Gulf of Mannar, the Palk Strait in the south east, and by the Indian Ocean in the south.

Tamil Nadu is the eleventh largest state in India by area and the seventh most populous state. It is the third largest contributor (as of 2010)[4] to India's GDP and ranks tenth in Human Development Index as of 2006.[2] Tamil Nadu is also the most urbanized state in India.[5] The state has the highest number (10.56%) of business enterprises and stands second in total employment (9.97%) in India,[6] compared to the population share of about 6%.[7][8]

The region has been the home of the Tamil people since at least 500 BCE. Its official language Tamil has been in use in inscriptions and literature for over 2000 years. Tamil Nadu is home to many natural resources, Hindu temples of Dravidian architecture, hill stations, beach resorts, multi-religious pilgrimage sites and eight UNESCO World Heritage Sites.[9][10]

2.3 Population of Tamilnadu

Tamil Nadu is the seventh most populous state in India with a population of 72,138,958 (5.96% of India's population; census 2011 fig.).[50] It is the seventh most densely populated state in India with a population density of 555 persons per square kilometre as of 2011, having increased from 429 in 1991, significantly higher than the Indian average of 382 persons per square kilometre.[51] 44% of the state's population live in urban areas, the highest among large states in India.[52]

Tamil Nadu's population grew by 15.6% between 2001 and 2011; the sixth lowest rate for that period amongst populous states (states whose population exceeded 20 million in 2011).[51] Although its decadal rate of population growth has declined since 1971, the population growth during the last decade (2001–2011) has increased.[51] The state has registered the lowest fertiliy rate along with Andhra Pradesh and Goa in India in year 2005– 06 with 1.8 children born for each woman, lower than required for population sustainability.[53][54][55]

2.4 Profile of Dindigul District

Dindigul is a town and municipality in the Tamil Nadu state of southern India. The name Dindigul comes from the Portmanteau of “Thindu” meaning pillow and “kal” meaning Rock and refers to the bare hill dominating the city’s both land and skyscape. While it is largely known as the “City of Locks, Textiles and Tannery", this piece of land sandwiched between the Palani and Sirumalai Hills has 200,000 hectares of cultivable land and agriculture continues to be the main occupation of its inhabitants. A reserved forest area of 85 hectares rich in flora and fauna enhances Dindigul’s appeal. Particularly the Kurinji flowers found on the rolling green hills of lower Palani range, which bloom once in 12 years is well known.[1]

Dindigul - Fort On the hill at a height of 280 ft. In the year 1605 Madurai King 'Muthu Naicker' started the construction of this Fort. In 1623 to 1659 Mannar Thirumalai Naicker completed this. In 1755 Hyder Ali was escorting Fakhr-Un-Nisha his wife and Five years old Tipu to Dindigul. From 1784 to 1790 the Fort was under the rule of 'Tipu Sultan'. In 1784, the Tipu's commandant Syed Ibrahim, under whose care the Fort was, constructed many rooms in the Fort, strengthened the walls and also conducted repairs. During the year 1790 in the Mysore war Tipu was defeated and the Fort came into the hands of English.

2.5 Demographics

As of 2001 India census,[2] Dindigul had a population of 1,96,955. Males constitute 50% of the population and females 50%. Dindigul has an average literacy rate of 79%, higher than the national average of 64.8%: male literacy is 84% and, female literacy is 74%. In Dindigul, 10% of the population is under 6 years of age.

This district is bound by Erode, Coimbatore, Karur and Trichy districts on the North, by Sivaganga and Tiruchi District on the East, by Madurai district on the South and by Theni and Coimbatore Districts and Kerala State on the West. It is spread over on area of 6266.64 km2. It comprises 3 Revenue Divisions, 8 Taluks and 14 Panchayat Unions 3. Theoretical Perspectives.

The philosophy behind this project is essentially “Sarvodaya” and “Oceanic Circle” that is ever widening and never ending with a resultant ripple effect. The word ‘Sarvodaya’ is a compound Sanskrit word comprising Sarva (all) and Udaya (rising) – meaning all-round well-being or good of all. It is based on love nothing but love. As per the Bible commands: “Thou shalt love thy neighbour as thyself”.

3.1 Sarvodaya Philosophy A system of philosophy necessarily throws light on the metaphysical, epistemological, cosmological and ethical problems, besides concerning itself with many other earthly considerations.

A Sarvodaya ideal stands for the all-round amelioration of all human beings without finding distinction between man and man. Sarvodaya philosophy is based on spiritual development. Spiritual well-being is in no way unconnected with man’s well-being on earth. It considers life as a whole, undivided into social, political, economic and spiritual aspects. The art of treating everything with same reverence and love is the key to spiritual enlightenment. It is the message of the . According to Gandhi the revolutionary transformation can be achieved through compassion (Karuna)

Gandhiji was transformed through the great personality Ruskin and his famous book “Unto This Last”. It refers to a story in the Bible. The owner of a vineyard hires some workers who come at four different times in a day. And work only for an hour, he gave the same wage—one Penny each—to all. Naturally, a worker in the first batch complained for such injustice. The lord of the vineyard replies, “I will give unto this Last, even as unto thee,” The magic spell of this book compelled Gandhi to translate this theory into action by using the word “ antyodaya – the well being of those who come last, who lie at the lowest strata of society and are, therefore, downtrodden.

Gandhiji further put it this way:

1. The good of individual is contained in the good of all 2. The lawyer’s work has the same value as the barber’s as all have the same right of earning their livelihood from their work. 3. The life of a labourer, i.e., the life of the tiller of the soil and the handicraftsman is the life worth living.

Thus, the Sarvodaya is based on the love concept, love the neighbour, love the nature, and love the downtrodden. Another important concept is “Trusteeship” philosophy, which is more on sharing of wealth to the poor people. Hs said that “when an individual has more than his proportionate portion he should became a trustee of that portion for God’s people”.

Mahatma Gandhiji’s concept of oceanic circle is a dynamic one, which helps us to understand the child centred development to evolve this concept. The child is in the centre of the circle and the focus of support and development; around the child a number of other activities both contribute to, and extend from, the development of the child. In this structure, composed of innumerable children, there will be ever- widening, never ascending circles. Life will not be a pyramid with the apex sustained by the bottom. But it will be an oceanic circle whose centre will be the individual, always ready to accept for the development, of the latter ready to help for the circle of children, till at last the whole becomes one life composed of individuals, never aggressive in their arrogance, but ever humble, sharing the majesty of the oceanic circle of which they are integral units. Therefore, the outermost circumference will not yield power to crush the inner circle but will give strength to all within and will derive its own strength from it.

This is how, the global partnership for mutual learning is revolved around the friendship, cooperation, helping, and exchange of ideas, knowledge, information and so on………..

Canterbury Students Staff of Goodwill Home

Exchange of ideas

Public

Helping Panchayat

Friendship Infrastructural Development

Knowledge Schools Vocational Centre

Socrates had proclaimed: ‘Knowledge is virtue’ ‘Knowing’ necessarily leads to ‘living’, if that knowledge is worth the name in the light of the understanding of values people evolve new ways of living.

4. Research Questions in Indian Context.

The main research question is: What impacts do the North-South study visits courses have on teachers’ understanding of development issues and how does this inform their understanding of, and practices in global partnership. Specifically we seek to find out:

1. How the UK- India relationship developed and what context does it provide for educational study visits courses? 2. What do teachers from both UK and India learn about development and global issues from their involvement in the study? 3. What are the key factors that prompt any changes in knowledge?

5. Methods of data collection The study area in India is Goodwill Children’s Home, Thandigudi. The process involved that the open ended questionnaires, self supporting video, photographs, informal interaction, discussion, conversions, have been used to draw experience learning and transformational learning from the teachers and students at all levels. Apart from this the visit and interaction how it inspired the students and the villagers? The understanding behaviours gave new insights right from the beginning.

6. Interim Findings.

According to analysis of phase 1 data, the objectives of the relationship between Canterbury and Goodwill, and the yearly study visit, are:

1. To strengthen the relationship between groups/communities and understand each other cultures. 2. To promote exchange of knowledge, attitude and information. 3. To empower the children to share and care for others. 4. To explore the hidden knowledge and innovative ideas of children 5. To nurture the children, teachers and workers ability to respond to the needs and changes in the societies. 6. To affirm the possibility of living together, respecting one another in a world of different religions, ethic, culture and traditions.

Interviews with Goodwill staff and evidence from participant observation and research diaries suggest that the following processes of intercultural exchange and collaboration and mutual learning support their learning:

• Respecting others ideas, values and beliefs • Listening to others • Talking with others [dialogic processes] • Dialogue with others with love • Understanding others • Responding to others • Given the space to develop their innate potential • Appreciation and openness to others • Genuine Co-operation (e.g. over activities with children)

As a result of these processes staff state that they have learnt about:

• Values • Ethics • Quality education • Human rights • Spirituality • Reconciliation • Dignity • Educational Practices • Learning to live together

Goodwill staff also noted the following benefits as a result of the study visits and collaborative working with Canterbury students:

Language Skills for Children • Improvement in English language • Body language • Spoken language • Sign language (Non-verbal communication)

Skills Improvement in Class room situation • Receptive • Enjoyment Learning • Learning by doing • Joyful learning • Drawing skills • New songs/Dancing and singing

Improvement for Teachers • Language • Diction • Articulation • Articulation • Expression • Commitment in teaching and learning pleasure • Learned how to teach in a more interesting manner • Learned more teaching skills with teaching models Pedagogy • Increased level of self confidence

Improvement for non-teaching staff (e.g. house mothers, cooks) • Language fluency • Love and affection with children • More encouragement • More funds • More friendship • More ideas • More action • More Projects

Benefits for the society • Get to know the new culture • New language • New love • New friends • Funds • Help mutual • New hope • New Direction • Able to say something to foreigners about their poor economic condition • The foreigners keenly listen to the problems of the society

7. Discussion.

“Vasudev Kutumbakam”

"To us all towns are one, all men our kin. Life's good comes not from others' gift, nor ill Man's pains and pains' relief are from within. Death's no new thing; nor do our bosoms thrill When Joyous life seems like a luscious draught. When grieved, we patient suffer; for, we deem This much - praised life of ours a fragile raft Borne down the waters of some mountain stream That o'er huge boulders roaring seeks the plain Tho' storms with lightnings' flash from darken'd skies Descend, the raft goes on as fates ordain. Thus have we seen in visions of the wise ! - We marvel not at greatness of the great; Still less despise we men of low estate."

Kanniyan Poongundran in Purananuru, Poem 192 - written in Tamil 2500 years ago.

Source(s): http://blog.balancedspirituality.com/ric… http://www.celextel.org/108upanishads/ma…

. “Unity in Diversity”

The slogan unity in diversity there are numerous others who were also involved. Be it Hindu, Muslim, Buddhist, Jain and Sikhs everybody had a single identity of being an Indian. It should be understood that all of us have multiple identities religious, linguistic, cultural, regional and caste identities. (Gifts to India Source 2010)

From an Indian perspective, the reason Goodwill exists as an organisation is to enhance the lives of children who are orphans, semi-orphans and those from tribal communities who find it difficult to access education and care any other way. For this reason, the benefits of the study visits are seen to be about developing both staff and children’s abilities to live together with difference. The discussion will therefore introduce some other ideas from research and theory that enlighten our thoughts about what it means to learn to live together with difference. It is too early to say how these ideas are being applied to the research findings, because we continue with the process of analysing phase 3 data, to be reported in 2012.

7.1 How ‘Learning to live together’ was developed over a period of time? • Anxious to promote genuine cooperation between people of different religions. • Council on Ethics Education for Children engaged a group of scholars, pedagogues and educators from different religious and secular traditions to come together to develop this practise. • The group was inspired by an understanding of diversity as enriching, allowing us to learn more about others but also about ourselves. • It is guided by an overall pledge to safeguard human dignity. • Its aims are to strengthen children’s commitment to justice, respect for human rights, and to build harmonious relationships between individuals and within societies. • It provides youth leaders and educators worldwide with the tools for an intercultural and interfaith programme, by which children and young people are able to develop a stronger sense of ethics. It is designed to help the young understand and respect people from other cultures and religions and to nurture their sense of a global community.

7.2 At each step, Children’s participations were discussed on: Values and their differing perceptions of their shared history with experience;

• We engaged in a deep learning experience together – getting to know more about one another’s history, culture and beliefs while strengthening our own identities and forming stronger and more grounded understandings. • We dealt with difficult and challenging issues without fracturing the relationships within the group and without resorting to hurtful arguments and breakdowns. • It may have been just a small step in breaking down the deeply entrenched walls of isolation between the different national and religious groups in our country, but it was an important and successful one. • In the current climate of despair, small steps such as these are both rare and precious, and we should all feel proud and privileged to have taken part.

7.3 Children learn what they live A child’s learning process begins from the moment he or she is born; the environment they live in, the experiences they have, and the examples of behaviour that we provide all contribute to their understanding of themselves and of the world. The much-quoted verse, Children Learn What they Live, encapsulates this reality:

If children live with criticism They learn to condemn; If children live with hostility They learn to fight; If children live with ridicule They learn to be shy; If children live with shame They learn to feel guilty; [But,] If children live with tolerance They learn to be patient; If they live with encouragement They learn confidence; If children live with praise They learn to appreciate; If children live with fairness They learn justice; If children live with security They learn to have faith; If children live with approval They learn to like themselves; If children live with acceptance and friendship They learn to find love in the world.

At the heart of all learning, is experience, the greatest teacher – this truth cannot be overemphasised. Children are not born into an ideal world – and their learning process involves observing, experiencing, assessing, integrating and responding to many forces over which they, and their parents, have little control. Complex realities, conflicting values, opposing claims to truth and confusing alternatives compete for their loyalty. Within such a reality, there is an intense need for ways to nurture and empower children with values that will help them make the right choices.

Children – a gift and a responsibility

In one sense our children do ‘belong’ to us. We bring them into the world; they are in our care. Yet we do not own them. They are individuals in their own right, ready to blossom into what they will become.

7.4 As Khalil Gibran expressed in The Prophet: And a woman who held a babe against her bosom said, “Speak to us of Children.” And he said:

Your children are not your children. They are the sons and daughters of Life’s longing for itself. They come through you but not from you, And though they are with you, yet they belong not to you. You may give them your love but not your thoughts, For they have their own thoughts. You may house their bodies but not their souls, For their souls dwell in the house of tomorrow, Which you cannot visit, not even in your dreams. You may strive to be like them, but seek not to make them like you, For life goes not backward nor tarries with yesterday.

8. Way Forward

Although it is too early to make any firm recommendations, at this stage in the research the following ideas about how the relationship and study visit could be enhanced have been provided by teachers in their interviews:

• The CCCU students could spend more time with the children in activities such as gardening work, play with them, and food preparation. This will help both the students and teachers to bring together and intensify their relationship. • The students could develop closer relationships by forming small teams for team work. The Goodwill Home children are already away from their homes therefore they need proper affection, that the students of CCCU can give with love and kindness. • Every time the Goodwill Home children and teachers/workers are experiencing visitors from different parts of the world. But the CCCU team makes a difference among the students and teachers in Thandigudi. This is in part due to the length of their stay (up to 10 days each visit), and in part due to the length of the relationship that has developed over time. • Thandigudi experiment is a unique one but at the same time the children are learning a lot from the students and teachers from CCCU. There are students who cannot even think like this chance to interact the children. This should be protected and developed for the sake of the children and people in Thandigudi and K.C.Patti area. • The government that could not do this type of work is being done by the Goodwill Home for several years. This has to be appreciated and helped properly. The learning outcome is always better if the approach is good. The good involvement is there in Goodwill Homes, (the tribal people seem very happy with Goodwill Homes), and further exploration of what ‘a good approach’ in terms of the relationship will emerge from phase 3 data once analysed.

References.

1. Indu Tikekar, (1970): Integral Revolution (An Analytical study of Gandhian Thought), Narendra Bhargava, Bhargave Bhushan Press, Varanasi.

2. Bepin Behari, (1963): Gandhian Economic Philosophy, Vora & Co., Publishers Pvt.Ltd, Bombay. 3. Ronald Duncan, (1983): The Writings of Gandhi, Great Britain University Press, Oxford.

4. Swaminathan.K, (1998): Relevance of Gandhi and other Essays, Gandhigram Trust, Gandhigram.

5. Nanda, B.R,(1990): Gandhi and Religion, Gandhi Smriti and Darshan Samiti, New Delhi.

6. A New Social orders the Gandhi Alternative (1991): Sarva Seva Sayh. Prakashan, Rajghat, Varanasi.

7. Perumal, N (2010): Vazhum Theivam Plahatma, Iswarya Publications, Chennai.

8. Kamaraj.K, (2011): Gandhiji, Ideology of Gram Swaraj, Sarup Book Publishers, Pvt, Ltd, New Delhi.

9. Gopinath Dhawan, (1990): Political Philosophy of Mahatma Gandhi, Gandhi Peace Foundation, New Delhi.

10. Muniandi, K. (1995): Gandhian Experimentation Education, Gandhigram Rural Institute, Gandhigram.

11. Gandhi, M.K.(1963): Village Swaraj, Navajinian Publishing Home, Ahamedabad.

12. "Census of India 2001: Data from the 2001 Census, including cities, villages and towns (Provisional)". Census Commission of India. Archived from the original on 2004-06-16.

------