- Develop an insight into how systems work (i.e. use a systems-based thinking approach to address this issue) – examine what has led to this incident / other incidents or views on women’s rights and gender parity issues in Indian society.
- Ethics – revisit those ‘universal values’ and communicate to children that these are the innate values that we have espoused as human beings through history. Also assess how our personal, individual and collective conduct has an impact on our society
- Use a range of lenses / subjects (including sociology, psychology, history, literature, law, marketing and economics) and an interdisciplinary approach so that all children can resonate with the message that is being projected.
- Discuss the issue of rape and sexual advances by men whether on buses, in other public areas and in workplaces. Raise awareness about gender parity issues in India, access to education for all, particularly the female child, unequal remuneration scales for men and women, etc.
- Explore the psychological / emotional / social issues vis-à-vis women’s role in society. What makes someone rape another person, and think it is okay, and get away with it if one has a position of influence in society, or express the views that the defence lawyer / the family of the rapists have in the Nirbhaya documentary? What about those who oppose these views? What has led to these differences of opinion? What is the impact of these divergent views on society and women at large? How do we address them? What do students, parents and faculty think is right, based on their own beliefs / values? How can children participate in designing a future that is theirs? And finally, what can we do to create more awareness about these issues?
- Look at relevant laws, both in India and overseas with respect to human rights, gender issues and privacy. What should the consequences be and how should women learn to guard against and deal with such incidents? Should the Nirbhaya documentary have been banned? Was it right to divulge the name of the victim? Should the victim’s photograph have been publicised? Should the rapist have been interviewed? Should the film have been aired by BBC when the case is still in court?
- Use these sessions as an opportunity for action, and informed political and social activism – work on developing and advocating an effective system to address this. While we can set the stage for young adults to explore these issues, it would be ideal if the responses and recommendations came from the students themselves. It is our responsibility as educators to empower our youngsters to be aware, informed, sensitive, with strong values and character, and help them arrive at their own stance on these and other issues.
- This can also be accomplished through position papers, open discussion among students, questionnaires developed by students to gather a consensus on views and ultimately develop a charter from students that can be shared with governmental agencies and politicians to make relevant changes so that women are viewed as equals. An extremely valuable exercise would be for students from different backgrounds to collaborate on these deliberations.
Inventure Academy's Primary School Production: Nurturing Individuality & Teamwork
In an age of workable paradoxes, Inventure Academy is a school that dares to learn and brings to its Core Purpose the energy of change, innovation and fresh approaches, melding these with time-honoured and tested Values, Practices and Attitudes. I cherish being a part of creating children of tomorrow, without the rhetoric of yesterday1.— Pritam L. Benjamin