Navigating oppression with the broken compass of formal education

This was written as part of the Continuous Internal Assessment (2)  

"The chain is going to break. That girl student, if she is going to get a seat in Azim Premji University, she surely is going to become a teacher and teach her community in her own village.”

Sitting across from mentor Vahida Huntiar Ismail, this statement captured the essence of the change that organisations like Samavada are working towards. Mentors at Samavada are helping youth from marginalised communities tackle issues of unemployment, illiteracy and gender inequality, through livelihood training, skill development and advocacy.

Vahida is a spoken English teacher at Samavada and she helped us learn more of the emerging realities of social mobility through education, among marginalised youth.

Samavada focuses on students who have passed through the formal education system, but often lack practical skills such as spoken English, digital literacy and awareness of social issues. Mentors are carefully selected through an interview process based not only on academic qualifications, but their understanding of the education system, caste system and their willingness to create change at a grassroot level.

Mentors at Samavada receive freedom to create their own curriculum. This is Vahida’s biggest motivation. She is constantly improving the curriculum to adapt to her students’ needs and the experience has made her more empathetic, allowing her to teach in culturally sensitive ways. Many students come from financially backward households, and their family conditions often impact their education. She consciously ensures that her classroom maintains a safe and inclusive environment where every student feels comfortable.

Samavada often teaches graduates between the ages of 20 and 25. In a six month spoken English programme, Vahida primarily communicates through Kannada, with the goal to help her students gain confidence in English. Her teaching methods include reading newspapers, rhymes, tongue twisters and interactive activities that make learning accessible and engaging. Her students are currently pursuing journalism, and English is a tool for empowerment within their profession. The programme also sensitises students to issues such as caste, gender, religion, politics and sex education. Learning also takes place through theatre and experimental labs, encouraging students to think critically about their social realities.

This type of education extends beyond the classroom. Vahida says in the long term, many students may return to their hometowns and contribute to their communities. They may advocate for basic necessities such as toilet and water facilities, or even speak out against exploitative practises such as illegal mining. This possibility of change is what drives Vahida’s work.