PAKISTAN is a bundle of contradictions. We have acquired the latest
technologies in medical fields. But we have failed to keep pace with
these changes. In fact, socially, we have stagnated if not actually
Take the case of organ transplantation, which has made great headway
in the country thanks to the Sindh Institute of Urology and
Transplantation. The institute provides free treatment to nearly 2.6
million patients every year, and performs 350 kidney transplantations
from live-related donors. The SIUT also provides free-of-cost, lifelong
healthcare to the donors as well as the recipients.
THE road that takes you to the Khatoon-e-Pakistan School, Karachi, is
a steep one. It has been an equally uphill drive for Shehzad Roy’s
Zindagi Trust to transform the institution it adopted in 2015.
The school was in a shambles a few years ago like all peela schools I
have visited. They have huge buildings and expansive playgrounds
testifying to the vision of their founders from the early years of
Pakistan. But lacking maintenance and good governance, they have fallen
Devising and furthering ‘suitable’ national narratives is a much recommended culturally and intellectually highbrow activity for the awed and awesome amongst us.
Speaking as one at the receiving end of proliferating narratives I cannot but feel that, important as constructing an appropriate narrative may be, it is even more important to deconstruct some existing ones. The more so when they crystallise as one-liners, slogans that are accepted unthinkingly and allowed to be unquestionable. Take just one to begin with: Pakistan was founded as a Muslim homeland. Continue reading Construct/Deconstruct→
ACCORDING to the World Health Organisation, suicide is the second leading cause of death among 15- to 29-year-olds worldwide. It has also been reported that the incidence of suicide has been on the rise in Pakistan. WHO put the figure at an estimated 13,337 for all ages in 2012. It would certainly be higher today.
Only recently, this paper reported three students killed themselves in Chitral after receiving their examination results, while another survived. The Human Rights Programme’s chairman reported that 40 to 45 people commit suicide in Chitral (population 447,362) every year. Continue reading No hope is suicide→
OURS is an unequal society. The more unequal we become, the more fiascos will visit us as we have been witnessing lately. How correct was Justice Louis Brandeis of the US Supreme Court when, many decades ago, he famously said words to the effect ‘you can have extreme inequality or you can have democracy — you cannot have both’. We love to delude ourselves with the belief that we have democracy in spite of inequality.
Today, the world’s attention is focused on the issue of inequality which has become a major subject in the global economic discourse. In 2015, the UN Assembly adopted the Sustainable Development Goals, one of which states that by 2030, governments will progressively achieve and sustain the income growth of the bottom 40 per cent of the population at a rate higher than the national average. Continue reading Inequality kills→
IN 2016 two young girls in their teens were snatched by their stepbrother from their home in a squatter settlement of Karachi and have not been seen since then by their widowed mother. More than a month ago, I wrote about her futile search for her daughters. Continue reading Flesh trade→
HAS the sight of a child scavenging for food from an overflowing garbage bin made your heart bleed? This is common in Karachi, where kitchen waste containing a lot of cooked food is thrown away. This child is one of the 31.5 per cent of under-fives in Pakistan who were found to be underweight by the 2011 National Nutrition Survey. Nearly 43.7pc were categorised as ‘stunted’. The figures are expected to rise in the NNS currently under way. Continue reading Food paradoxes→
Zubeida Mustafa’s book is not just for the practitioner and lover of journalism, it’s been written by someone who has worked on raising awareness about social issues
“I also discovered during this phase what the newspaper reader’s habit means. I had been told that it was one of the most difficult habits to break — even more than cigarette smoking,” writes Zubeida Mustafa in her almost-autobiographical book My Dawn Years — Exploring Social Issues. With her work as an editor and a journalist spanning more than three decades, and her columns continuing to appear to date, Mustafa, then, is also a hard-to-break habit for the Pakistani newspaper reader.
AS the forces of feminism grow in strength, it is heartening to see women mobilising themselves and rising to fight their own battles. It is clear that the seeds of awareness that were sown in the 1980s are now bearing fruit.
We see many young faces taking up the cudgels. They are the generation which reacted to the oppression of their mothers in Zia’s Pakistan and the heightened misogyny of the post-9/11 years. Continue reading March of women→
ON a bright sunny winter day of January in Lahore, Pakistan’s renowned poet Amjad Islam Amjad spoke to a huge audience of young people. “Karo jo baat karni hai. Haan sunn lo dosto/Jo bhi dunya kahay/Uss ko parkhay binaa maan lena nahin (Speak out what you want to … Listen to what the world says/But don’t accept it without weighing it),” he exhorted the listeners. Amjad was speaking at the inaugural session of the Children’s Literature Festival. In a few words he captured the spirit of the CLF.
Launched in 2011 to introduce children to the power of the word — how to think and how to express oneself — the CLF opens for them the fascinating world of books that are the natural kin of words and language. It is appropriate that young readers should also learn to use their mind, which, unfortunately, our education system does not encourage them to do.
Focused on rote learning, schools and teachers resort to a one-way flow of communication in which students are expected to listen and learn. Questions are taboo and, unsurprisingly, children are lulled into a world of conformism where they lap up whatever they are told. Education is not participatory and the students’ contribution to their own learning is minimal.
The festival opens up a fascinating world of books for children.
The CLF, which has had 45 sessions all over Pakistan in big cities and small, is now gradually emerging as a people’s movement offering an alternative narrative to what our education system presents. According to its founder. Baela Raza Jamil, over a million children have been reached in the seven years since its inception. Now schools in remote areas group together to hold such festivals, initially under guidance from Baela’s team. The idea has been taken up in some cities of India and Nepal from where interested people attended some CLF sessions in Pakistan and returned impressed.
The festival held at the Shahi Qila Lahore in partnership with the Walled City Lahore Authority had a different dimension which underlined the importance of such events for the children of this country. Thanks to WCLA’s restoration work at the walled city we have yet another piece of heritage to introduce to our children. The CLF wisely used this opportunity to connect the children with their past, their culture, natural beauty, music, art, et al. Not only would they have returned home on those two January days with serenity in their soul, they would have imbibed love, generosity and tolerance for a lifetime.
According to a widely cited poet, Dorothy Nolte, “Children learn what they live”. A day at the CLF was enough to instil in them all the positive qualities our education system fails to do in 10 years. This holds true especially if the exposure to such an experience is on a regular basis.
The key lesson the CLF offers to our education authorities is that the best form of learning is participatory and interactive. When a child is acting in a play or in a theatre, singing or reciting, experimenting with material related to STEM subjects as she did in Science Fuse and the pottery, sculpture, bookmaking workshops, she is learning many skills much faster than she would have in a classroom reading from a textbook. At the CLF children used all their faculties when they participated in a session.
Take Atif Badar, a passionate actor, director and drama teacher who describes himself as “a children’s person”. He held five interactive theatre workshops and story-singing and dance sessions with hand puppets which were the best learning experience the children could ever have had. Atif not only told his own stories, he also encouraged children to join in with theirs. His stories and puppets were lessons in the universality of love, peace and tolerance.
In a session ‘Socho aur Bolo’ (think and speak) children were invited to share their views and experiences on issues ranging from anxiety, anger and other topics taken from a narrative. Thus they learnt how to analyse and think critically.
With continuous research, the CLF should break new ground. It is important that the organisers do follow-up sessions with schools that have participated in a CLF to assess the impact it had on the students. Thus the CLF can be fine-tuned further. As it is, I found the 45th session that I attended in Lahore was markedly more participatory and interactive from the point of view of the young audience than the first session in 2011.
The Teachers’ Literature Festival was launched in 2013 when its need was felt but only three sessions have been held so far. It is now widely recognised that our education system would improve considerably if teachers were more motivated and committed. What could motivate them better than the TLF? Workshops, discussions, lectures, films and plays for teachers could do wonders.