<div dir="ltr">Dear Anusha, Ranjani and Venita,<div><br></div><div>I would have really liked to attend, however, the time is not suitable for me.</div><div><br></div><div>Instead to get the conversation going on the important questions raised in the shared document, please find my thoughts below.</div><div><br></div><div><b>Background</b></div><div><br></div><div>I conducted fieldwork (as part of my PhD) with multilingual (Telugu, English, Hindi, Dakhni) children (class 6th) in Warangal, Telangana ages 9-12 in an affordable private school. Children in these classrooms identified themselves as Muslims, Hindu, Christians. Identity of caste and class were also used by the school administration.</div><div><u><br></u></div><div><u>Focus</u>: </div><div><ul><li>To identify adolescents' literacy practices inside and outside school among family, peers and other spaces that children visit. </li></ul><div><b>Findings</b></div></div><div><ol><li>Marginalised (SC/ST/OBCs) children with access to peers from privileged backgrounds in the neighbourhood have had some access to literacy practices. This includes reading text (on-academic) online on games, YouTube, example -Minecraft. </li><li>In addition, children with access to religious institutions (like church, Madarsa) have had access to reading, writing and group work in religious text</li><li>A number of children from all backgrounds have engaged in varied activities (that involved reading, writing and alternate understanding of numeracy) through phones with family members, peers and in some cases older siblings.</li><li>Children also have access to public libraries, other books made available by parents and family members at home. In some cases, older siblings have actively engaged in teaching younger ones. </li></ol></div><div><br></div><div><b>Implications for Education Support Group</b></div><div><b><br></b></div><div>1. The 'idea of learning loss' is a myth. There is no doubt that school as a space is enriching with teachers' input and that of peers. However, 'learning loss in itself is a myth'. Parents, family members and children themselves from all backgrounds have been concerned about learning during the lockdown period and have devised alternate means to support learning. This learning needs to be acknowledged and supported.</div><div>2<b>. </b>We need to see learning in a broader context, outside the school and understand alternate means of learning that children and community have devised during this time.</div><div>3. In many cases, school as a space is unable to provide a critical context especially for children from marginalised backgrounds, these out of school context in that case can be critical to support children.</div><div><br></div><div><b>Suggestions for Focus of ESG for next few 3 months</b></div><div><br></div><div>1. Document alternate literacy communities and practices of children outside school context</div><div>Some examples from my data include, google maps to measure distances of buildings in local areas, Youtube videos to cook, make origami as well as draw different kinds of objects from google images. We perhaps need to understand children's engagement with technology (limited access to devices and internet) better. <br></div><div><br></div><div>2. Find ways to support children's learning outside the school. </div><div>Example, in case of access to public libraries: workshops on storytelling, science related exploratory workshops, among others</div><div><br></div><div>3. For adolescents especially, find ways to engage them in planning these workshops and provide leadership roles. </div><div> <br></div><div><br></div><div>Thanks!</div><div><br></div><div>Ekta</div><div><br></div><div><br></div><div><b><br></b></div><div><br></div><div><br></div><div><br></div></div><br><div class="gmail_quote"><div dir="ltr" class="gmail_attr">On Tue, Aug 16, 2022 at 12:38 PM Poornima Arun <<a href="mailto:poornima.arun12@gmail.com" target="_blank">poornima.arun12@gmail.com</a>> wrote:<br></div><blockquote class="gmail_quote" style="margin:0px 0px 0px 0.8ex;border-left:1px solid rgb(204,204,204);padding-left:1ex"><div dir="auto">Thank u will be there.</div><br><div class="gmail_quote"><div dir="ltr" class="gmail_attr">On Fri, Aug 12, 2022, 13:30 Anusha S <<a href="mailto:anusha.sharma@itforchange.net" target="_blank">anusha.sharma@itforchange.net</a>> wrote:<br></div><blockquote class="gmail_quote" style="margin:0px 0px 0px 0.8ex;border-left:1px solid rgb(204,204,204);padding-left:1ex">
<div>
<p>Dear all, <br>
</p>
<p>Hope you've received our email regarding the meeting of the
education support group on <b>17th August between 5 and 6:30 PM</b>.
<br>
</p>
<p>To enable us to capture the breadth of work by all of us, we
thought it might be a good idea if we can all share some
details/ideas prior to the meeting. For this, we have created a
short <a href="https://forms.gle/JbPtpb6Eirdxwi467" rel="noreferrer" target="_blank">Google form</a> with
some questions about how the school resumption has been in your
region/state. We request you to take a few minutes to fill this in
and share. The form can be filled in any language.<br>
<br>
Looking forward to hearing from you and seeing you all on the
17th.<br>
</p>
<p>The meeting link is - <a href="https://b3.teacher-network.in/b/gur-g94-hyn" rel="noreferrer" target="_blank">https://b3.teacher-network.in/b/gur-g94-hyn</a></p>
<p>Best regards,<br>
Anusha, Ranjani and Venita</p>
<p><br>
</p>
<div>On 07/08/22 22:17, Sriranjani
Ranganathan wrote:<br>
</div>
<blockquote type="cite">
<div dir="ltr">
<div>Dear friends,</div>
<div><br>
</div>
<div>It is a little over a year from the time we formed this
group to support the educational recovery process. One of the
primary
objectives of the ESG was to create and curate a resource
repository
of resources to support school education departments in school
reopening. <br>
</div>
<div><br>
</div>
<div>Across the country,
schools have now reopened and different state education
departments have
begun different initiatives to resume education after the
disruption. While there is an
acknowledgement of the learning gaps for children, there are
not many
models of how to address these gaps; it is clear that
interventions are required on several fronts to support
schools and children and communities. We thought it would be a
good idea to regroup and look at some of the ways in which
this group can support the process of educational recovery.</div>
<div><br>
</div>
<div>Attached is a brief note that describes the context and
some ideas / areas to work on. To discuss these as
well as other ideas, as well as define ways of <br>
</div>
<div>taking this work
forward, we would like to convene a virtual meeting of all the
members on August 17<sup>th</sup> (Wednesday) between 5.00 and
6.30
pm. We hope you will all be able to make it. The link for the
meeting is <a href="https://b3.teacher-network.in/b/gur-g94-hyn" rel="noreferrer" target="_blank">https://b3.teacher-network.in/b/gur-g94-hyn</a></div>
<div><br>
</div>
<div>Looking forward to meeting all of you.</div>
<div><br>
</div>
<div>Best wishes and regards,</div>
<div>Anusha, Ranjani and Venita</div>
<br>
</div>
<br>
<fieldset></fieldset>
</blockquote>
<div>-- <br>
<p style="margin-bottom:0cm;line-height:110%">
<font face="Liberation Serif, serif"><font style="font-size:11pt" size="2"><b>Anusha
S</b></font></font> <font face="Liberation Serif, serif"><font style="font-size:11pt" size="2"><br>
Program
Assistant - </font></font><font face="Liberation Serif,
serif"><font style="font-size:11pt" size="2">Education</font></font><font face="Liberation Serif, serif"><font style="font-size:11pt" size="2"><br>
IT
for Change, Bengaluru - 560041</font></font><br>
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special consultative status with the United Nations ECOSOC<br>
Mobile
: +91-9731999533 </font></font><font color="#3465a4"><font face="Liberation Serif, serif"><font style="font-size:11pt" size="2"><b>|
</b></font></font></font><font face="Liberation Serif,
serif"><font style="font-size:11pt" size="2">Office
Phone : 080 2653 6890 </font></font><br>
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</p>
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