Education in conflict zones: 'voice before vocabulary'

At Porticus we strive for children living in adversity to reach their full potential through education. An exemplary project that we support is Shiksharth, an organisation that designs positive childhood experiences for children coming from spaces of conflict and adverse geographies in India. This project showcases how children facing adversity can be supported to let their dignity flourish through education. Ashish Shri, founder of Shiksharth, talks about the context of his efforts.

Ashish is the founder of Shiksharth -- a Porticus’ partner in India ---, designing contextually relevant positive childhood experiences for children coming from spaces of conflict and adverse geographies. He is an engineer turned education sector contributor with 18+ years of experience in information technology and education. After working with Infosys and NIIT Ltd, he has been contributing to the space of education in Sukma and Bastar, Chhattisgarh, for more than a decade now. 

The conflict context

Approximately one-third of India is affected by armed, medium-intensity conflict spanning decades that revolves around community rights and the fight for land. Many tribal areas are rich in minerals such as iron ore, bauxite, and coal. To extract these minerals, these communities must be displaced. This displacement often triggers dissent, leading to violence and evolving into a conflict between the tribal communities and the state. These local conflicts affect at least 20 million children across the country. 

Women and children most affected

If you observe the patterns of history and conflicts, women and children tend to be the most vulnerable group in any disturbance or conflict. Women are particularly vulnerable due to the patriarchal mindset prevalent in society, which often limits their space. Similarly, children are voiceless and often left unheard. As they cannot find space to express their feelings, their needs often go unnoticed.

Positive childhood experiences therefore play a crucial role in shaping individuals into well-rounded adults. However, living in a conflict zone where violence and trauma are rampant severely hinders a child's ability to grow into a learned and constructive contributor to society. A case in point is Sukma, an East Indian town where children witness security forces during the day and grapple with militia activities at night. This coexistence with violence and turmoil impedes the formation of positive childhood experiences, ultimately impacting the child's potential contribution to society. 

Education on socio-emotional well-being

“Am I safe? Am I loved? Am I growing and learning? In conflict areas, these fundamental questions are often overlooked. While safety concerns may be addressed, feeling loved and the opportunities for learning and growth are frequently neglected.  In this scenario, socio-emotional well-being, life skills, and values genuinely empower a child to voice themselves. That is why use the phrase "voice before vocabulary," highlighting the importance of a child's ability to express themselves beyond academic achievements”.

Generally, people make decisions based on three questions: Am I safe? Am I loved? Am I growing and learning? These questions also apply to children. However, these fundamental questions are often overlooked in conflict areas. While safety concerns may be addressed, children’s holistic well-being - such as feeling loved and opportunities for learning and growth - are frequently neglected. Many non-profits primary focus their efforts on academic and learning outcomes. While I also believe that academic education is important, this lack of attention to socio-emotional well-being can significantly impact a child's development into adulthood.

We therefore often use the phrase "voice before vocabulary," highlighting the importance of a child's ability to express themselves beyond academic achievements. In this scenario, socio-emotional well-being, life skills and values genuinely empower a child to voice themselves. Having said that, social-emotional wellbeing is a mix of various factors and we cannot address it with a unidimensional lens. It is something that the ecosystem has to drive and there has to be alignment around that thought. It has to capture the social and economic identity of a child and the factors that drive trauma. Instead of trying to build resilience in children, we need to address the adults and make them more empathetic.

Meaningful participation and co-creation in philanthropy

When you execute a top-down approach project - where someone from the top is passing orders in a government system and a philanthropist is providing funds, the shift you achieve may be short-lived. I have seen this happening many times. In comparison, a bottom-up approach is more sustainable. When you become part of the community, you start looking at a problem from their perspective. This approach allows you to come up with authentic narratives, and to create solutions based on these narratives.

Change may be more slow and difficult, but I strongly believe that it can result in more sustainable impact. In the Indian philanthropic ecosystem, many discussions around creating inclusive spaces and society happen at the top. But here is hardly anyone willing to listen to the voices that are unheard, nor act based on those voices. By focusing on projects driven by marginalized communities, Porticus takes a different approach. The organisation doesn’t focuses solely on outcome, but makes sure that narratives are told from the inside out. Our project in Sukma is a prime example - it allows children to decide what is best for them.