“Due to the misconception that only males can be politicians, a lot of women don’t put a thought into becoming a politician,” one 16 year old responded to a survey conducted by Kuviraa, an Indian initiative for improving political awareness in girls, along with UCLA’s Department of Social Welfare.

With growing public consciousness over the need to understand gender-based practices in education and the upbringing of children, it is imperative to consider how exposure to political education is influenced by gender. Through Kuviraa’s research, which is the first Indian study to investigate the gendering of politics in the teenage age bracket, we are able to gauge the age dynamics as a shifting paradigm of opinions and experiences with politics—of teenagers and young adults of different genders. 

Gendered political socialisation refers to the distinct enculturation of political thought and values in children of different genders—this study points out that boys are often more politically engaged than girls who are less as likely to engage in political participation as they get older. A qualitative analysis of the survey responses yields a more nuanced understanding that reveals several reasons for their political exclusion: exposure to misogyny in media leading to fear for security, a lack of support from the family, plus a gap in opportunities for girls, women and gender non-conforming people, amongst others.

On the other hand, boys often responded with a more optimistic—or perhaps, uninformed—perspective on the state of feminist politics. In response to whether it is more difficult for women to become elected officials, older boys were more likely to disagree with the statement than older girls. Boys’ awareness of the patriarchal institutions that govern political participation is thus shown to decrease with age.

Knowing this, how do we tweak our systems? We can start by encouraging adults to not think of politics as an “adult” topic—and to open up doors to politics to young people. This includes not shying away from discussions about politics or policy (or feminism!) in education spaces, through creating safer non-judgemental spaces instead. Bonus points if you facilitate political participation—teach your students how to submit a RTI, write a letter to their local representative, or ask for progressive policy changes in your own school environments too.

And then we can reflexively understand if we are, ourselves, unintentionally perpetuating gender norms and systemic misogyny in our conversations around politics? We can start by using gender inclusive pronouns when discussing political professions, degendering the characterisation of a “typical” political candidate, and giving credit where credit is due—encourage your students to learn more about the policies and successes of politicians and policy leaders who are not cis-male too!

And then we can ensure that young people of all genders are beginning to realise that they can take up space and influence the policies that shape their world.

This blogpost is written by Ananya Pathak, a social sciences student, interdisciplinary environmental justice art-ivist/writer, and volunteer at Kuviraa’s research team. All views expressed are their own. Read the full report, here.

The post Gendered Politics: The Disparity in Political Participation Starts Young appeared first on Dream a Dream.

Attending the Dream a Dream experiential learning camp was an experience to understand our own self and an expression to elaborate what is unknown within oneself. The 5 day camp began on a high note by welcoming young people and adolescents with a special song, drum beating, and garlanding them with ribbons in a green space away from the hustle-bustle of Bangalore city. The enthusiasm and caring nature of the lead facilitators and the volunteers from Dream a Dream created a safe and comfortable space for the young people and adolescents to embark on a journey of self-acceptance and self-discovery by taking creative risks, identifying strengths in individuals and the group, and exploring their dreams through different activities. These life skills are fundamental to child/youth development and to the successful transition into adulthood and becoming fully functioning and productive members of our society. 

The notable nature of the camp was the inclusiveness where every young person and adolescent were seen and heard. It gave the opportunity for young people to believe in their own capabilities and their innate potential. Hence the most transformative aspect of the camp were the six parallel workshops facilitated by young and adolescent people which offered them the chance to run the sessions. The camp covered a wide range of topics like songwriting, jewelry making, boxing/self-defense, cotton painting, etc. The young people were innovative and confident. One of the participants who facilitated the cotton painting session, Jagadish, said, “I never imagined I could lead a session with such a large and wonderful group.”

Through a broad range of reflective and interactive activities young people learnt the skills of appreciating, mindfulness, being intentional, listening, empathy, kindness, leadership, learning from each other, among others. It was a fun-filled camp with dance, song, painting, theatre, open mic and group activities. There was a high level of self-esteem and aspiration to do better, which could be witnessed every day, which made the engagement of young people creative and meaningful. The young people celebrated the time spent and the experiences shared in the Open Mic. 

For us, the camp helped in unlearning the fear of vulnerability. Throughout the sessions, we were encouraged to openly express our emotions and share our experiences. Every feeling and story was valued and received genuine attention. It allowed us to be humane with unique/similar narratives and establish deep, meaningful connections. This camp created a secure and nurturing space, enabling participants to embrace vulnerability, communicate their emotions and narrate their stories free from fear of judgment – a significant challenge in today’s world. In addition, we were also given a space to step out of our comfort zones. Activities such as spontaneous dancing and facilitating sessions challenged us to embrace spontaneity, adaptability and leadership. 

The camp has been a source of joy for the young people. From the moment they arrived, the atmosphere was filled with laughter, and a sense of togetherness, and the goal of the camp was to have fun in all activities. The camp provided an invaluable lesson that joy can be found in the simplest moments, where activities like ‘Dream Trees’ (visual representation) show the strength of positive thinking and the courage to dream when one is supported by peers, families, and mentors. This hope can sustain us through challenges, reminding us that even in tough times, there’s a path forward to brighter days. 

Many young people had adverse experiences at a young age and started taking responsibility to look after their families and studying simultaneously. Availability of the adult support system in the Thriving Centre run by Dream a Dream has been instrumental in building their life skills and instilling a belief in themselves to be resilient. This camp has instilled in them joy, confidence and hope which will enable them to thrive despite the trials of life. The Dream a Dream idea of thriving among people was clearly demonstrated and evident in the camp via its facilitation of empowering young people by accepting them as they are as they embrace change in their life. 

About the Authors: Watimongla Jamir is a Programme Coordinator, System Demonstration- East Hub, Dream a Dream, Nagaland. 

Sharique Mashhadi is an Associate Director, Dream a Dream heading the East Hub state partnerships.

The post Reflections from a Five-day Outdoor Experiential Camp with young people appeared first on Dream a Dream.

On the other hand, a student attempted the exam again because they were not happy scoring 99.9% in the exam.

These two instances lay bare the irony of the Indian Education system, which has for long emphasised marks as a measure of success. From a young age, students are taught that their worth is determined by their ability to perform well academically and score high marks on exams. This focus on marks has become so ingrained in the lives of students that it has inevitably become what success is in the Indian education system.

For many young people, the pressure to perform well academically can be overwhelming. They are constantly reminded of the importance of marks and the consequences of not achieving high scores. Parents, teachers, and peers place a great deal of emphasis on academic success, leading to young people believing that their worth as individuals is determined by their academic achievements. 

How does this impact the young person?

A culture of intense competition is created where young people feel that they must outperform their peers in order to succeed. This focus on marks also limits educational choices, as young people may feel pressured to pursue careers in fields that are considered prestigious or financially lucrative, rather than following their true passions and interests.

Moreover, high marks equate to success and this continues to be the narrative as the young person grows up. It is viewed as a measure of intelligence and potential, and students who score high marks are often seen as more desirable candidates for higher education and employment. If a student scores low marks, they consider themselves to be a failure. This flawed narrative is ingrained in the education ecosystem year after year which ends up creating a sense of hopelessness and discouragement, and can even lead to mental health issues such as anxiety and depression. This begs the question, do we really want to assess the value of a young person based on the marks they score?

Where do we go from here?

There is a need to recognise that marks alone do not necessarily equate to success. The fact that narrow definitions of success are not helping young people can in many ways pave for the beginning of a new exploration to redefine success in the education ecosystem. The education ecosystem needs to equip the young person to thrive in a world of uncertainties and not just resemble a machine out of a factory. By broadening our definition of success and promoting a more holistic approach to education, we can help students develop their full potential and prepare them for a lifetime of fulfilment and happiness. 

The post What is the value of 99.9%? appeared first on Dream a Dream.