1 00:00:15,076 --> 00:00:21,876 Speaker 1: Pushkin. I'm Mave Higgins, and this is Solvable Interviews with 2 00:00:21,916 --> 00:00:25,356 Speaker 1: the world's most innovative thinkers working to solve the world's 3 00:00:25,356 --> 00:00:30,956 Speaker 1: biggest problems. So my solvable is to redefine education and 4 00:00:31,036 --> 00:00:35,636 Speaker 1: to create curriculum, better culgy and school cultures which will 5 00:00:35,796 --> 00:00:40,436 Speaker 1: enable children to think and behave like democratic citizens and 6 00:00:40,636 --> 00:00:43,916 Speaker 1: not just be looking at and technical education for the 7 00:00:43,996 --> 00:00:47,956 Speaker 1: labor force, so that in the next ten or fifteen years, 8 00:00:48,796 --> 00:00:52,956 Speaker 1: all the children of the world, actually, but let's say 9 00:00:52,996 --> 00:00:56,956 Speaker 1: just India can learn to be learned, to be educated 10 00:00:57,036 --> 00:01:01,796 Speaker 1: to be good democratic citizens. That is doctor Urashi Sani, 11 00:01:01,956 --> 00:01:05,956 Speaker 1: the renowned educator and social entrepreneur. She's the founder and 12 00:01:06,116 --> 00:01:11,676 Speaker 1: CEO of Study Hall Educational Foundation. Today's solvable is about 13 00:01:11,716 --> 00:01:15,436 Speaker 1: social justice. It's about education that teaches us to think 14 00:01:15,436 --> 00:01:19,756 Speaker 1: critically and become more engaged citizens. As you'll hear, all 15 00:01:19,796 --> 00:01:22,836 Speaker 1: of these things are connected and they apply to every 16 00:01:22,876 --> 00:01:26,556 Speaker 1: one of us wherever we live. Doctor Sannie's focus is 17 00:01:26,556 --> 00:01:29,396 Speaker 1: in India. She grew up there and works there today. 18 00:01:30,076 --> 00:01:34,276 Speaker 1: She believes that radically redefining education will enable young people 19 00:01:34,316 --> 00:01:39,196 Speaker 1: to solve some of our most intractable problems. Gender inequality, 20 00:01:39,436 --> 00:01:44,716 Speaker 1: class inequality, and extreme poverty. She is really thinking big. 21 00:01:45,596 --> 00:01:49,076 Speaker 1: Across India, almost forty percent of girls that are between 22 00:01:49,116 --> 00:01:53,356 Speaker 1: fifteen and eighteen years old drop out of school and college. 23 00:01:53,836 --> 00:01:56,156 Speaker 1: Most of them do so not because they get a job, 24 00:01:56,196 --> 00:01:59,596 Speaker 1: but because they're forced to take on household chores or 25 00:01:59,636 --> 00:02:03,116 Speaker 1: they have to start begging. Child marriage is a major 26 00:02:03,196 --> 00:02:07,036 Speaker 1: force taking girls out of school too. Indian girls account 27 00:02:07,076 --> 00:02:09,636 Speaker 1: for a third of the world's seven one hundred and 28 00:02:09,716 --> 00:02:14,276 Speaker 1: twenty million child brides. The benefits of keeping girls in 29 00:02:14,356 --> 00:02:17,636 Speaker 1: school are enormous, and not just for the lives and 30 00:02:17,676 --> 00:02:23,276 Speaker 1: opportunities of those individual girls. It's tough though. While poverty 31 00:02:23,316 --> 00:02:27,236 Speaker 1: in India is declining, tens of millions of people still 32 00:02:27,316 --> 00:02:32,396 Speaker 1: live in extreme poverty, unable to access any education. So 33 00:02:32,836 --> 00:02:35,796 Speaker 1: there's all that to face down. But the brilliance of 34 00:02:35,836 --> 00:02:38,836 Speaker 1: doctor Sannie is that her work is much more than 35 00:02:38,956 --> 00:02:43,156 Speaker 1: stamping out illiteracy and keeping girls in school. Doctor Sannie 36 00:02:43,236 --> 00:02:47,836 Speaker 1: taps education for its potential to develop a social and 37 00:02:47,996 --> 00:02:52,876 Speaker 1: political consciousness in students. Teaching girls and boys that no 38 00:02:53,116 --> 00:02:57,076 Speaker 1: one person is more valuable than another and empowering them 39 00:02:57,116 --> 00:03:00,756 Speaker 1: to live their lives differently is a solvable that crosses 40 00:03:00,796 --> 00:03:05,636 Speaker 1: borders easily. It's universal truth. Doctor Sannie has been working 41 00:03:05,676 --> 00:03:08,116 Speaker 1: for the rights of children and women for more than 42 00:03:08,156 --> 00:03:12,316 Speaker 1: thirty years now. Starting with a tiny preschool in her garage, 43 00:03:12,596 --> 00:03:17,596 Speaker 1: her Prema Schools have expanded into India's public schools, and 44 00:03:17,756 --> 00:03:20,916 Speaker 1: by doing so, she now reaches about one hundred thousand 45 00:03:20,916 --> 00:03:24,556 Speaker 1: girls in a thousand schools and around half a million 46 00:03:24,636 --> 00:03:28,276 Speaker 1: people in total. So let's take a listen now to 47 00:03:28,596 --> 00:03:33,356 Speaker 1: doctor or Vatti Sani in conversation with Ann Applebaum. Tell 48 00:03:33,396 --> 00:03:36,236 Speaker 1: me what it is about this problem that made you 49 00:03:36,276 --> 00:03:38,956 Speaker 1: want to solve it. I was raised in Puna, which 50 00:03:38,996 --> 00:03:41,356 Speaker 1: is on the western part of India, in a middle 51 00:03:41,396 --> 00:03:44,716 Speaker 1: class household, and my parents sent me to an English 52 00:03:44,756 --> 00:03:47,116 Speaker 1: medium convent school which was one of the best in 53 00:03:47,156 --> 00:03:49,196 Speaker 1: the country by the way, it had the best results, 54 00:03:49,676 --> 00:03:51,916 Speaker 1: and I really did well. I finished a high school 55 00:03:51,996 --> 00:03:54,396 Speaker 1: education and I did well, and within a year my 56 00:03:54,476 --> 00:03:57,196 Speaker 1: father arranged a marriage for Melian. I was married off. 57 00:03:58,396 --> 00:04:01,556 Speaker 1: So as I grew up, I was married, I had 58 00:04:01,556 --> 00:04:06,156 Speaker 1: two children, and I really reflected on my education and 59 00:04:06,276 --> 00:04:10,556 Speaker 1: felt that though it gave me many technicals skills in 60 00:04:10,556 --> 00:04:13,636 Speaker 1: that instance, it was a quality education, but what it 61 00:04:13,716 --> 00:04:16,276 Speaker 1: didn't do for me, and that was critical. It did 62 00:04:16,316 --> 00:04:18,476 Speaker 1: not teach me that I was an equal person and 63 00:04:18,516 --> 00:04:21,596 Speaker 1: that I had the right to use these technical skills 64 00:04:21,876 --> 00:04:25,036 Speaker 1: for my own life to give me some control over 65 00:04:25,076 --> 00:04:28,116 Speaker 1: my own life. I never thought to question my father 66 00:04:28,236 --> 00:04:30,396 Speaker 1: when he arraigned this marriage for me and I was 67 00:04:30,436 --> 00:04:33,916 Speaker 1: barely seventeen. And that's when I began to think that 68 00:04:34,076 --> 00:04:36,836 Speaker 1: even though it was considered a very high quality education, 69 00:04:37,076 --> 00:04:40,156 Speaker 1: it had really failed me as it failed thousands and 70 00:04:40,276 --> 00:04:44,076 Speaker 1: thousands of young women in India millions reely. And that's 71 00:04:44,156 --> 00:04:46,916 Speaker 1: what started me off on the journey of looking at 72 00:04:47,036 --> 00:04:50,476 Speaker 1: education critically and thinking that a great deal, that it 73 00:04:50,556 --> 00:04:54,276 Speaker 1: needed to be redefined, that it wasn't doing the job 74 00:04:54,476 --> 00:04:57,196 Speaker 1: that I think it could do. And I want to 75 00:04:57,276 --> 00:05:00,836 Speaker 1: quote Pallyslavski. He's a dramatist and he said that the 76 00:05:00,876 --> 00:05:03,236 Speaker 1: goal of education is not just to know, but to live. 77 00:05:04,116 --> 00:05:08,116 Speaker 1: And so my education gave me skills, It gave me knowledge, 78 00:05:08,116 --> 00:05:10,396 Speaker 1: it gave me information, but it didn't really give me 79 00:05:10,516 --> 00:05:13,716 Speaker 1: important skills that I needed to live my life. And it, 80 00:05:13,756 --> 00:05:17,116 Speaker 1: as a woman in India, most importantly, didn't teach me 81 00:05:17,156 --> 00:05:21,076 Speaker 1: that I was an equal person, that I deserved everything 82 00:05:21,076 --> 00:05:23,876 Speaker 1: that everybody else got. So that my brothers went off 83 00:05:23,916 --> 00:05:27,996 Speaker 1: to engineering college and commerce education, and I was married off. 84 00:05:28,196 --> 00:05:32,076 Speaker 1: There was no opportunity for me to really redefine or 85 00:05:32,116 --> 00:05:35,596 Speaker 1: even drive me the driver of my own life, and 86 00:05:35,636 --> 00:05:38,876 Speaker 1: my education did nothing to help me think critically about 87 00:05:38,956 --> 00:05:42,316 Speaker 1: a system that would assign this role of this position 88 00:05:42,316 --> 00:05:45,356 Speaker 1: to women and two girls. And that's what started me 89 00:05:45,396 --> 00:05:48,756 Speaker 1: off on my journey, and that's how I founded my school, really, 90 00:05:49,356 --> 00:05:51,876 Speaker 1: and within the school, the goal was that was really 91 00:05:51,876 --> 00:05:55,036 Speaker 1: our lab to look at. Sorry, what kind of school 92 00:05:55,116 --> 00:05:57,676 Speaker 1: was it? It was a preschool to begin with six 93 00:05:57,756 --> 00:06:01,116 Speaker 1: children in my garage, and the goal was to see 94 00:06:01,156 --> 00:06:03,996 Speaker 1: what children want to learn, what the children need to learn, 95 00:06:04,636 --> 00:06:07,796 Speaker 1: and how do you embed curriculum, how do you embed 96 00:06:07,876 --> 00:06:12,756 Speaker 1: pedagogical practices in people's lives and lives are very complex 97 00:06:12,836 --> 00:06:15,516 Speaker 1: really that even though I live in my life as 98 00:06:15,556 --> 00:06:18,836 Speaker 1: an individual, my life is embedded in a social system, 99 00:06:19,036 --> 00:06:22,276 Speaker 1: which is embedded and impacted by a political system. So 100 00:06:22,316 --> 00:06:24,676 Speaker 1: when you look at how people live their lives, you 101 00:06:24,796 --> 00:06:27,956 Speaker 1: have to look beyond the individual to the social system, 102 00:06:27,996 --> 00:06:31,036 Speaker 1: to the political system. And then education must help you 103 00:06:31,076 --> 00:06:34,516 Speaker 1: address that. It must first of all take that into consideration, 104 00:06:34,956 --> 00:06:37,796 Speaker 1: and they must teach us how to navigate that system. 105 00:06:38,276 --> 00:06:40,836 Speaker 1: How to position yourself in the system. This is how 106 00:06:40,836 --> 00:06:44,516 Speaker 1: we define the goal of education, that it must help 107 00:06:44,596 --> 00:06:47,356 Speaker 1: us to ask and answer the question who am I? 108 00:06:47,796 --> 00:06:51,316 Speaker 1: And how am I related to the universe and others 109 00:06:51,356 --> 00:06:54,116 Speaker 1: in it? What is the universe like? What is my 110 00:06:54,196 --> 00:06:57,076 Speaker 1: universe like? And not just my physical universe, my social 111 00:06:57,156 --> 00:07:00,116 Speaker 1: my political universe? When am I positioned in it? How 112 00:07:00,156 --> 00:07:02,436 Speaker 1: am I related to others in it? Am I at 113 00:07:02,436 --> 00:07:04,636 Speaker 1: the bottom of the ladder? Who has power? Who doesn't 114 00:07:04,676 --> 00:07:08,476 Speaker 1: have power? So while we learn traditional subjects like mathematics 115 00:07:08,516 --> 00:07:12,796 Speaker 1: and science and history and geography, they must enable us 116 00:07:12,836 --> 00:07:15,036 Speaker 1: to answer these questions. And if they don't, that's a 117 00:07:15,116 --> 00:07:17,396 Speaker 1: job very poorly done. And so for the last thirty 118 00:07:17,436 --> 00:07:20,116 Speaker 1: three years, we've been trying to find a solution to 119 00:07:20,196 --> 00:07:23,756 Speaker 1: this problem. I can't say we you know, we've cracked 120 00:07:23,796 --> 00:07:27,076 Speaker 1: the problem, we found the exact solution, but we have 121 00:07:27,156 --> 00:07:31,116 Speaker 1: found many solutions to address this. Tell me how you 122 00:07:31,236 --> 00:07:34,836 Speaker 1: have gone about designing and writing new curriculum. Have you 123 00:07:34,876 --> 00:07:37,996 Speaker 1: studied how it's done in other places? Have you worked 124 00:07:38,036 --> 00:07:41,236 Speaker 1: out of your own experienced you consult teachers? So you know, 125 00:07:41,356 --> 00:07:44,476 Speaker 1: I got my PhD and my master's in education from 126 00:07:44,556 --> 00:07:48,636 Speaker 1: JUC Berkeley, which is a very diverse, very vibrant kind 127 00:07:48,636 --> 00:07:51,756 Speaker 1: of university, and that's where I really gained the social 128 00:07:51,756 --> 00:07:55,356 Speaker 1: and political perspective. In fact, a life changing event was 129 00:07:55,396 --> 00:07:58,876 Speaker 1: when I read Paula Ferri. He's a great educator and 130 00:07:58,916 --> 00:08:03,116 Speaker 1: philosopher from Brazil, and he really looked at literacy in 131 00:08:03,156 --> 00:08:06,036 Speaker 1: a very different way. He said it was revolutionary, it 132 00:08:06,196 --> 00:08:10,076 Speaker 1: was a humanizing force. He said that you read the 133 00:08:10,116 --> 00:08:12,996 Speaker 1: world in order to read the world, which means that 134 00:08:13,036 --> 00:08:15,636 Speaker 1: if literacy doesn't teach you how to read your own world, 135 00:08:15,836 --> 00:08:19,036 Speaker 1: then it fails you. And that was a real aha moment. 136 00:08:19,236 --> 00:08:22,276 Speaker 1: I said, Yeah, I have a first master's in philosophy, 137 00:08:22,396 --> 00:08:26,796 Speaker 1: so I liked metaphysical questions anological question but this was 138 00:08:26,876 --> 00:08:30,036 Speaker 1: really a way of marrying both my interests. And how 139 00:08:30,076 --> 00:08:34,036 Speaker 1: did I go about it by reading many education philosophers, 140 00:08:34,116 --> 00:08:37,076 Speaker 1: Christian Motiving one is it very great, and in philosopher 141 00:08:37,316 --> 00:08:40,836 Speaker 1: vent the natric or John Dewey, Paula Frere, who was 142 00:08:40,916 --> 00:08:44,436 Speaker 1: really very very influential in my thinking, and many others. 143 00:08:45,036 --> 00:08:48,356 Speaker 1: But most importantly, how we developed this curricular by it 144 00:08:48,596 --> 00:08:52,116 Speaker 1: was by watching our students very carefully engaging with them, 145 00:08:52,636 --> 00:08:57,156 Speaker 1: and that was our whole direction to the teachers as well, 146 00:08:57,476 --> 00:09:00,836 Speaker 1: that you must engage with students very carefully and learn 147 00:09:00,956 --> 00:09:04,876 Speaker 1: from them how to teach them. So in all my curricula, 148 00:09:04,956 --> 00:09:09,796 Speaker 1: I've built a curricula on a critical feminist pedoglogy and 149 00:09:10,116 --> 00:09:14,156 Speaker 1: it's based on critical dialogues, which are again Parli Frere's term. 150 00:09:14,556 --> 00:09:18,356 Speaker 1: And it has emerged from a series of critical dialogues 151 00:09:18,476 --> 00:09:22,116 Speaker 1: with young girls, adolescent girls. And we've done that with 152 00:09:22,236 --> 00:09:25,316 Speaker 1: boys now, and that's our method. We are way of 153 00:09:25,356 --> 00:09:28,996 Speaker 1: developing curriculus a emergent one that it must emerge from 154 00:09:29,036 --> 00:09:33,596 Speaker 1: grounded reality. It must emerge from students. Nobody consults students, 155 00:09:34,476 --> 00:09:36,636 Speaker 1: and you know, you build, and we don't build anything 156 00:09:36,676 --> 00:09:39,956 Speaker 1: in a lab. I write no curriculu sitting in my office. 157 00:09:40,316 --> 00:09:43,756 Speaker 1: I will write them retrospectively after I have spent a 158 00:09:43,836 --> 00:09:47,196 Speaker 1: lot of time working with students in the classroom. So 159 00:09:47,276 --> 00:09:50,476 Speaker 1: in fact, the students are the authors. Partly they are 160 00:09:50,516 --> 00:09:54,476 Speaker 1: co authors of the curriculum with their teachers. I never 161 00:09:54,516 --> 00:09:56,956 Speaker 1: go in with a blueprint that oh, I go in 162 00:09:56,996 --> 00:09:59,396 Speaker 1: with an idea. I go in with a theory and 163 00:09:59,476 --> 00:10:03,836 Speaker 1: a philosophy, and after that it emerges from conversations, from 164 00:10:03,876 --> 00:10:08,156 Speaker 1: actual work with children in classrooms. Can you give me 165 00:10:08,196 --> 00:10:11,876 Speaker 1: some examples of how this is different from how girls 166 00:10:11,956 --> 00:10:14,836 Speaker 1: or eardie, anybody would have been taught in India before. 167 00:10:15,276 --> 00:10:17,796 Speaker 1: Of course, I went to school fifty years ago at 168 00:10:17,796 --> 00:10:22,636 Speaker 1: the same time. Nobody ever ever, you know, it was 169 00:10:22,676 --> 00:10:24,356 Speaker 1: the way good school, so I don't want to bash it. 170 00:10:24,396 --> 00:10:26,516 Speaker 1: By the way, and the teachers they did what they knew, 171 00:10:26,956 --> 00:10:29,876 Speaker 1: and the principal did what she knew. These were British nouns, 172 00:10:30,476 --> 00:10:34,396 Speaker 1: and the teachers were Indian teachers, but they were guided 173 00:10:34,476 --> 00:10:37,876 Speaker 1: by them. You know, they taught me. They never ever 174 00:10:38,076 --> 00:10:41,756 Speaker 1: thought to ask me about my personal life. They never 175 00:10:41,796 --> 00:10:45,396 Speaker 1: ever thought that that was relevant. They never ever thought 176 00:10:45,796 --> 00:10:50,316 Speaker 1: to address the issue of how unequal things were, how 177 00:10:50,316 --> 00:10:54,916 Speaker 1: an unequal the patriarchal social structure of India was. And 178 00:10:54,996 --> 00:10:57,476 Speaker 1: so it didn't change my life. I had to do 179 00:10:57,556 --> 00:11:02,596 Speaker 1: that myself. So how it's different is that we think 180 00:11:02,756 --> 00:11:06,956 Speaker 1: that of course girls students, boys and girls both or 181 00:11:07,036 --> 00:11:10,996 Speaker 1: in case you asked about girls, they you should welcome 182 00:11:11,076 --> 00:11:14,476 Speaker 1: their lives into the classroom. For example, if we're dealing 183 00:11:14,556 --> 00:11:17,956 Speaker 1: with a case of child marriage, a huge problem in India, 184 00:11:17,996 --> 00:11:20,956 Speaker 1: by the way, which has a solution, I will tell 185 00:11:20,996 --> 00:11:24,476 Speaker 1: them how my mind was really almost a child marriage, right, 186 00:11:24,636 --> 00:11:26,756 Speaker 1: So I will tell them about what it felt like 187 00:11:26,876 --> 00:11:30,276 Speaker 1: for me, and the girls immediately will talk about oh yes, 188 00:11:30,356 --> 00:11:34,156 Speaker 1: and you know, Nandini was married off in fifth grade 189 00:11:34,196 --> 00:11:36,756 Speaker 1: and nobody even told her that she was getting married. 190 00:11:36,756 --> 00:11:38,716 Speaker 1: When she came home, she saw that there was some 191 00:11:38,836 --> 00:11:41,236 Speaker 1: kind of a party happening, and so her mother told her, 192 00:11:41,236 --> 00:11:43,276 Speaker 1: get dress, get dressed, She's what's going on? She's you're 193 00:11:43,276 --> 00:11:47,636 Speaker 1: getting engaged today? And she didn't fitness high school and 194 00:11:47,636 --> 00:11:50,156 Speaker 1: she was married off. So I asked them that, okay, 195 00:11:50,196 --> 00:11:52,116 Speaker 1: so what is it like for girls after they get 196 00:11:52,156 --> 00:11:54,356 Speaker 1: married then? And then they will tell you, Oh, they 197 00:11:54,396 --> 00:11:58,316 Speaker 1: treat it like servants. They have babies very quickly, they 198 00:11:58,316 --> 00:12:01,116 Speaker 1: have sex when they're not ready for it, and they 199 00:12:01,156 --> 00:12:04,436 Speaker 1: have no power in their new households. Everybody they live 200 00:12:04,476 --> 00:12:07,956 Speaker 1: by permission. Everyone tells them what to do, and their 201 00:12:07,956 --> 00:12:10,996 Speaker 1: lives are pretty awful. Then don't their parents know this? 202 00:12:11,236 --> 00:12:13,556 Speaker 1: Your parents know? That's so why did it just happened? 203 00:12:13,716 --> 00:12:16,836 Speaker 1: Or because the social system is like that? I said, 204 00:12:16,836 --> 00:12:19,156 Speaker 1: so let's look at the social system and why is 205 00:12:19,196 --> 00:12:21,956 Speaker 1: it so cruel to girls? And do you know why 206 00:12:21,996 --> 00:12:24,756 Speaker 1: can't it be changed? And do you think it. Can 207 00:12:24,796 --> 00:12:27,516 Speaker 1: they say I should be changed? And can it? This 208 00:12:27,636 --> 00:12:30,596 Speaker 1: is the art? But how it is human made and 209 00:12:30,716 --> 00:12:32,676 Speaker 1: human beings can change it and you and I can 210 00:12:32,796 --> 00:12:36,636 Speaker 1: change it. So that's how the conversation would go. And 211 00:12:37,236 --> 00:12:41,356 Speaker 1: from there you bring in history, all history and even 212 00:12:41,796 --> 00:12:46,196 Speaker 1: you know, feminist movements that have changed things. Also, how 213 00:12:46,236 --> 00:12:49,636 Speaker 1: there are laws that came into being because people realize 214 00:12:49,636 --> 00:12:52,276 Speaker 1: it's cruel to girls and why it shouldn't happen. But 215 00:12:52,396 --> 00:12:57,076 Speaker 1: nobody follows the law because tradition and culture overrides it. 216 00:12:57,356 --> 00:13:00,316 Speaker 1: And who makes tradition and cultures? We do? I think 217 00:13:00,356 --> 00:13:02,916 Speaker 1: the goal is for them to understand that as citizens, 218 00:13:02,916 --> 00:13:06,196 Speaker 1: you know, we the people give to ourselves, adopt and 219 00:13:06,356 --> 00:13:09,436 Speaker 1: enact the constitution, right, so whose we the people? To 220 00:13:09,556 --> 00:13:12,236 Speaker 1: help them think of themselves as we the people And 221 00:13:12,316 --> 00:13:15,716 Speaker 1: it's very impowering. So through and nobody ever did that. Ever, 222 00:13:15,956 --> 00:13:19,596 Speaker 1: no one does it in many schools the traditional curriculum 223 00:13:19,756 --> 00:13:21,916 Speaker 1: and not just in India, by the way, I think 224 00:13:21,916 --> 00:13:26,276 Speaker 1: everywhere does not think that it needs to include this 225 00:13:26,356 --> 00:13:28,836 Speaker 1: in the curriculum. These kinds of dialogues, these kinds of 226 00:13:28,876 --> 00:13:32,996 Speaker 1: conversation to set aside school space. When people talk of 227 00:13:33,076 --> 00:13:36,116 Speaker 1: progressive education, how do we get more technology so that 228 00:13:36,156 --> 00:13:38,876 Speaker 1: you can do better teaching of math and science. Heck, 229 00:13:38,956 --> 00:13:40,876 Speaker 1: we've had better teaching of math and science in the 230 00:13:40,916 --> 00:13:44,516 Speaker 1: last fifty years and has to change the world. Are 231 00:13:44,556 --> 00:13:47,356 Speaker 1: we in a better place? Why do we not think 232 00:13:47,556 --> 00:13:52,036 Speaker 1: that maybe we should drop fifty percent of what's going 233 00:13:52,076 --> 00:13:58,676 Speaker 1: on in the traditional curriculum and include teaching for democratic citizenship. 234 00:13:59,596 --> 00:14:01,596 Speaker 1: And it can be done while you teach math, while 235 00:14:01,636 --> 00:14:04,276 Speaker 1: you teach science, while you teach history, and you should 236 00:14:04,316 --> 00:14:07,596 Speaker 1: have a special space to teach it as well like 237 00:14:07,756 --> 00:14:11,796 Speaker 1: you teach anything else. The pedagogy has to be a 238 00:14:11,796 --> 00:14:16,236 Speaker 1: critical pedagogy. It must include critical dialogues. It must include 239 00:14:16,836 --> 00:14:21,036 Speaker 1: enabling and encouraging students to bring their own experiences in it, 240 00:14:21,236 --> 00:14:24,676 Speaker 1: to reflect critically on them, and then to show them 241 00:14:25,276 --> 00:14:28,396 Speaker 1: that things can be different, to become solvers, to become 242 00:14:28,476 --> 00:14:31,516 Speaker 1: problem solvers. Okay, so you have worked in your own 243 00:14:31,556 --> 00:14:34,236 Speaker 1: schools and you've designed a curriculumal a curriculum like this, 244 00:14:34,876 --> 00:14:37,396 Speaker 1: Tell me how you spread it to others? How do 245 00:14:37,436 --> 00:14:39,756 Speaker 1: you convince other schools to adopt it? So what they 246 00:14:39,756 --> 00:14:43,596 Speaker 1: have done in the last since twenty eleventh rarely that 247 00:14:43,756 --> 00:14:46,556 Speaker 1: actually we were doing this and we video all these 248 00:14:46,596 --> 00:14:49,756 Speaker 1: dialogues and somebody from UNICEF saw it and she said, hey, 249 00:14:49,796 --> 00:14:52,316 Speaker 1: this is great, and we are working with these public 250 00:14:52,356 --> 00:14:55,636 Speaker 1: schools with very poor adolescent girls and they could really 251 00:14:55,676 --> 00:14:57,716 Speaker 1: benefit from it. Do you think you could turn it 252 00:14:57,756 --> 00:15:01,716 Speaker 1: into a curriculum and help us contrain their teacher as it? Sure, 253 00:15:01,796 --> 00:15:03,916 Speaker 1: and we did it for thirty eight schools. So we 254 00:15:03,996 --> 00:15:07,396 Speaker 1: got their teachers, we helped build a gender lens in 255 00:15:07,436 --> 00:15:11,036 Speaker 1: them personally, first all to look at their own lives 256 00:15:11,076 --> 00:15:13,196 Speaker 1: and see how gender it impacted it. They were mostly 257 00:15:13,476 --> 00:15:17,436 Speaker 1: female teachers, and then we taught them how to practice 258 00:15:17,556 --> 00:15:22,596 Speaker 1: critical pedagogy in their classrooms, how to redefine their role 259 00:15:22,636 --> 00:15:26,596 Speaker 1: as teachers so that they became advocates of girls' rights 260 00:15:26,596 --> 00:15:30,236 Speaker 1: and help girls become advocates for themselves advocates. So we 261 00:15:30,356 --> 00:15:33,276 Speaker 1: took it to thirty eight schools. They liked it, they 262 00:15:33,476 --> 00:15:36,756 Speaker 1: asked us to take it to another hundred schools, and 263 00:15:36,836 --> 00:15:39,716 Speaker 1: now we've taken it to over a thousand schools through 264 00:15:39,876 --> 00:15:44,356 Speaker 1: teacher training and then a lot of offsite post training 265 00:15:44,436 --> 00:15:48,116 Speaker 1: support of teachers. We've also built a critical room for 266 00:15:48,236 --> 00:15:51,796 Speaker 1: boys now and so we're training men on how men 267 00:15:52,036 --> 00:15:56,436 Speaker 1: female teachers as well, how to think about masculinity differently, 268 00:15:56,836 --> 00:16:00,636 Speaker 1: how to see men as advocates for girls' rights, because girls' 269 00:16:00,716 --> 00:16:03,396 Speaker 1: rights are human rights, and that's what we've been doing 270 00:16:03,436 --> 00:16:05,756 Speaker 1: for the last year and a half. As well. We 271 00:16:05,836 --> 00:16:10,636 Speaker 1: engage in large scale social campaigns, so that's girls and 272 00:16:10,796 --> 00:16:17,476 Speaker 1: teachers and parents march in communities, you know, protesting against 273 00:16:17,516 --> 00:16:22,476 Speaker 1: oppression of girls and women, and mobilizing public opinion for 274 00:16:22,916 --> 00:16:25,836 Speaker 1: the girl's right to education and girls right to their 275 00:16:25,836 --> 00:16:30,356 Speaker 1: own lives, against hid marriage, against domestic violence. And now 276 00:16:30,396 --> 00:16:34,716 Speaker 1: recently the girls came up with this paternal alcoholism is 277 00:16:34,716 --> 00:16:37,236 Speaker 1: a big problem. They said, that's the next campaign we're 278 00:16:37,276 --> 00:16:39,916 Speaker 1: going to do, and we want fathers to engage in 279 00:16:39,956 --> 00:16:43,956 Speaker 1: that as well. What about traditional civics education, in other words, 280 00:16:43,996 --> 00:16:46,436 Speaker 1: teaching people this is how the court system works, this 281 00:16:46,556 --> 00:16:50,636 Speaker 1: is how the parliament works. It's about pride, it's about country, 282 00:16:50,676 --> 00:16:54,196 Speaker 1: it's about the history of democracy, the constitution and so on. 283 00:16:54,316 --> 00:16:56,676 Speaker 1: How do you incorporate that kind of education into what 284 00:16:56,716 --> 00:16:59,316 Speaker 1: you do. See that is part of the traditional curriculum, 285 00:16:59,316 --> 00:17:01,956 Speaker 1: and of course we leverage that. Here's the difference, though, 286 00:17:02,556 --> 00:17:05,116 Speaker 1: There are two ways you can approach it. One is 287 00:17:05,156 --> 00:17:08,556 Speaker 1: where you explain the system as it is you take 288 00:17:08,596 --> 00:17:12,716 Speaker 1: a technical approach where you describe the system, you explain 289 00:17:12,796 --> 00:17:14,556 Speaker 1: how it works, and you said you should be loyal 290 00:17:14,596 --> 00:17:18,156 Speaker 1: to the system and you should support it. Right. The 291 00:17:18,196 --> 00:17:20,396 Speaker 1: other approach you can take is that you explain the 292 00:17:20,516 --> 00:17:25,156 Speaker 1: system and you take a critical view of it, not 293 00:17:25,196 --> 00:17:28,636 Speaker 1: just the political system, but also the social system. And 294 00:17:28,676 --> 00:17:32,076 Speaker 1: you get students to understand that they are responsible for 295 00:17:32,716 --> 00:17:37,396 Speaker 1: following this system but also changing it where it falls short, 296 00:17:37,716 --> 00:17:41,556 Speaker 1: but most importantly for understanding that what does it mean 297 00:17:41,596 --> 00:17:44,516 Speaker 1: to be a citizen? Right, and to explain that these 298 00:17:44,556 --> 00:17:48,236 Speaker 1: constitutions are wonderful. India has a wonderful constitution, by the way. 299 00:17:48,716 --> 00:17:53,836 Speaker 1: So to feel responsible to realize the constitution and then 300 00:17:54,196 --> 00:17:58,516 Speaker 1: to be feel responsible to also change it, to participate actively, 301 00:17:58,876 --> 00:18:03,036 Speaker 1: to understand power. That what the constitution has done is 302 00:18:03,076 --> 00:18:06,756 Speaker 1: with its idea of equality, especially in very hierarchical societies 303 00:18:06,756 --> 00:18:10,396 Speaker 1: like India and you know his historically even Britain and 304 00:18:10,476 --> 00:18:14,836 Speaker 1: the US, that it has taught us that power should 305 00:18:14,876 --> 00:18:18,316 Speaker 1: be equally distributed. That's the whole idea of equality. Now 306 00:18:18,436 --> 00:18:21,796 Speaker 1: we all believe that equality, liberty, fraternity, these are the 307 00:18:21,796 --> 00:18:26,836 Speaker 1: cornerstones of democracy. Right, who's following it? Our social structures 308 00:18:26,876 --> 00:18:30,876 Speaker 1: following it, our families democratic, our schools democratic? Is power 309 00:18:30,956 --> 00:18:34,276 Speaker 1: equally distributed? If it isn't, will isn't that a problem? 310 00:18:35,076 --> 00:18:39,396 Speaker 1: And so would you do? Would you do to realize that? So, 311 00:18:39,516 --> 00:18:42,116 Speaker 1: especially in the case of gender, it is so unequal 312 00:18:42,276 --> 00:18:45,316 Speaker 1: that patriarchal societies have no place in a democracy daily 313 00:18:45,396 --> 00:18:48,516 Speaker 1: They should not exist, but they do. They're firmly entrenched. 314 00:18:49,196 --> 00:18:51,436 Speaker 1: So how do you come back that? How do you 315 00:18:51,516 --> 00:18:54,756 Speaker 1: change that without having a war between the sexes in 316 00:18:54,796 --> 00:18:57,876 Speaker 1: a peaceful manner, in a collaborative manner, Which is why 317 00:18:57,916 --> 00:18:59,596 Speaker 1: we changed to boys as well. We said, hey, we 318 00:18:59,636 --> 00:19:01,676 Speaker 1: need to get them to engage in this as well, 319 00:19:01,916 --> 00:19:04,276 Speaker 1: and we need to teach them that patriarchy is not 320 00:19:04,316 --> 00:19:07,196 Speaker 1: their fault, but it does give them more power, and 321 00:19:07,236 --> 00:19:09,956 Speaker 1: it is very cruel to their sisters, their mothers, to 322 00:19:10,036 --> 00:19:12,116 Speaker 1: all the women they love. So what are they going 323 00:19:12,116 --> 00:19:15,236 Speaker 1: to do about it? What's their solution? Can you give 324 00:19:15,276 --> 00:19:19,636 Speaker 1: me some examples students of yours who were who were 325 00:19:19,676 --> 00:19:22,076 Speaker 1: motivated by the kind of curriculum that you taught them, 326 00:19:22,316 --> 00:19:25,596 Speaker 1: things that they've gone on to do afterwards. They have 327 00:19:25,756 --> 00:19:28,996 Speaker 1: become decision makers in their own families. They have been 328 00:19:29,036 --> 00:19:32,556 Speaker 1: able to stop their own child marriages and others. They 329 00:19:32,596 --> 00:19:35,756 Speaker 1: have become the drivers of their lives, and in several 330 00:19:35,796 --> 00:19:38,716 Speaker 1: cases they become the heads of their families, and they 331 00:19:38,756 --> 00:19:42,596 Speaker 1: have huge They have inspired a great deal of respect 332 00:19:42,676 --> 00:19:45,196 Speaker 1: in their own families and in the community. And to 333 00:19:45,276 --> 00:19:48,116 Speaker 1: give you a concrete example, when my students were in 334 00:19:48,156 --> 00:19:50,916 Speaker 1: eighth grade, they came to me and they said that, 335 00:19:50,956 --> 00:19:52,996 Speaker 1: you know, it's a great thing that this has happened, 336 00:19:52,996 --> 00:19:55,676 Speaker 1: that we are changing. But do you know that many 337 00:19:55,796 --> 00:19:59,156 Speaker 1: girls in our society and many people in our society, 338 00:19:59,196 --> 00:20:01,556 Speaker 1: they don't look at life like this. So what can 339 00:20:01,596 --> 00:20:03,476 Speaker 1: we do about that? I said, so, what do you think? 340 00:20:03,756 --> 00:20:07,556 Speaker 1: So they formed a group called Nangana means a brave woman? 341 00:20:07,676 --> 00:20:10,836 Speaker 1: What are your women really? And what they did was 342 00:20:10,996 --> 00:20:15,116 Speaker 1: we video all our critical dialogue. They took those videos 343 00:20:15,156 --> 00:20:19,316 Speaker 1: and they helped public meetings, They helped meeting community meetings 344 00:20:19,316 --> 00:20:22,556 Speaker 1: in people's homes, invited women to that and then had 345 00:20:22,596 --> 00:20:25,836 Speaker 1: the same critical dialogues with the women and why do 346 00:20:25,836 --> 00:20:30,036 Speaker 1: you tolerate this? Why does a woman never retaliate when 347 00:20:30,036 --> 00:20:32,356 Speaker 1: a man beats up? When our husband beats up? Is 348 00:20:32,396 --> 00:20:34,996 Speaker 1: that right? Is that wrong? What can you do? And 349 00:20:35,036 --> 00:20:38,996 Speaker 1: then the idea of the campaign really emerged from this work, 350 00:20:39,836 --> 00:20:42,996 Speaker 1: right so, and this was really directed and spearheaded by 351 00:20:42,996 --> 00:20:45,636 Speaker 1: our own students. In terms of the boys, that work 352 00:20:45,716 --> 00:20:49,116 Speaker 1: is fairly recent, but even there, we had a focus 353 00:20:49,196 --> 00:20:51,716 Speaker 1: group discussion with parents of the boys we've been working 354 00:20:51,756 --> 00:20:54,956 Speaker 1: with for eighteen months and that's this is what they said. 355 00:20:55,316 --> 00:20:57,916 Speaker 1: These are parents, mothers and fathers both, and they said 356 00:20:57,956 --> 00:21:01,596 Speaker 1: that our boys have started helping with household jaws more. 357 00:21:02,116 --> 00:21:06,556 Speaker 1: They have started advocating for their sisters, also advocating for 358 00:21:06,596 --> 00:21:11,716 Speaker 1: their continual education and for a delay in child marriage. 359 00:21:11,876 --> 00:21:14,076 Speaker 1: Boys have said that they will refuse to take DALDI 360 00:21:14,676 --> 00:21:18,596 Speaker 1: in their marriages. So they have learned to assume leadership 361 00:21:18,676 --> 00:21:23,956 Speaker 1: roles in their own lives and they walk alongside with 362 00:21:24,076 --> 00:21:27,756 Speaker 1: the girl students for the campaigns. Most of us our 363 00:21:27,996 --> 00:21:31,156 Speaker 1: alumni are now like twenty five, twenty six, the oldest 364 00:21:31,156 --> 00:21:34,996 Speaker 1: one would be about that old. So so far, in 365 00:21:35,036 --> 00:21:38,076 Speaker 1: their own personal lives and in their own local communities, 366 00:21:38,076 --> 00:21:40,796 Speaker 1: they've been very effective. What do you say to the 367 00:21:40,876 --> 00:21:42,996 Speaker 1: people who say, all, right, this is all very well, 368 00:21:43,036 --> 00:21:45,316 Speaker 1: and you know, we're glad there's some of this in 369 00:21:45,356 --> 00:21:49,636 Speaker 1: our schools, but in the real world of work, people 370 00:21:49,636 --> 00:21:51,956 Speaker 1: are also going to have to learn math and science, 371 00:21:52,076 --> 00:21:55,276 Speaker 1: and those things need to take up time in the curriculum, 372 00:21:55,396 --> 00:22:00,156 Speaker 1: and they require really difficult and focused education, and they're 373 00:22:00,196 --> 00:22:03,116 Speaker 1: not you know, we don't have time for all this conversation. 374 00:22:03,276 --> 00:22:04,756 Speaker 1: We need to, we need to. We need to make 375 00:22:04,756 --> 00:22:07,276 Speaker 1: sure that people are ready to live in this rapidly 376 00:22:07,356 --> 00:22:12,196 Speaker 1: changing anywhere. Work itself is changing very quickly. We offer 377 00:22:12,236 --> 00:22:16,236 Speaker 1: our own schools as an example. Our school has a 378 00:22:16,316 --> 00:22:19,556 Speaker 1: retention rate of eighty eight percent, which is twice the 379 00:22:19,676 --> 00:22:24,116 Speaker 1: national average. Students have higher achievement scores, and ninety seven 380 00:22:24,196 --> 00:22:27,076 Speaker 1: percent of those who we retain go on to higher education, 381 00:22:27,676 --> 00:22:30,956 Speaker 1: so we are not short changing them where technical education 382 00:22:31,076 --> 00:22:34,156 Speaker 1: is concerned, and we are able to do this alongside 383 00:22:34,596 --> 00:22:37,396 Speaker 1: when you build the capacity to aspire, when you build 384 00:22:37,396 --> 00:22:40,196 Speaker 1: a self and teach girls that you know you have 385 00:22:40,276 --> 00:22:42,356 Speaker 1: the right to do things for yourself. It's a real 386 00:22:42,596 --> 00:22:45,956 Speaker 1: driver so that they work very hard at trying to 387 00:22:45,996 --> 00:22:49,356 Speaker 1: succeed academically as well. And our results are very good. 388 00:22:49,476 --> 00:22:52,676 Speaker 1: Our academic results, our achievement scores are very good, our 389 00:22:52,716 --> 00:22:55,756 Speaker 1: transition rate to higher education is very good. So clearly 390 00:22:55,796 --> 00:22:57,956 Speaker 1: there is a way to find the time if you 391 00:22:58,076 --> 00:23:01,316 Speaker 1: think this is important. For example, in maths in seventh grade. 392 00:23:01,876 --> 00:23:04,676 Speaker 1: We teach them proportion. We teach them how to derive 393 00:23:04,796 --> 00:23:09,556 Speaker 1: area of a given room or any service. Here's what 394 00:23:09,636 --> 00:23:13,196 Speaker 1: we did. We told our students, the middle class students 395 00:23:13,236 --> 00:23:16,436 Speaker 1: back away. These were middle class students who live very comfortably. 396 00:23:16,956 --> 00:23:20,476 Speaker 1: And we told them, okay, here's the thing. Let's buddy 397 00:23:20,556 --> 00:23:23,636 Speaker 1: you with stuod girls and boys from very poor homes. 398 00:23:23,836 --> 00:23:27,076 Speaker 1: We have schools that also work with poster and said, 399 00:23:27,116 --> 00:23:29,316 Speaker 1: then why don't you do this? If they let you, 400 00:23:29,356 --> 00:23:32,916 Speaker 1: can you go to their homes and measure their home 401 00:23:33,756 --> 00:23:36,676 Speaker 1: and derive the area of it and also find out 402 00:23:37,316 --> 00:23:43,596 Speaker 1: what is the square foot area per person in that home? 403 00:23:43,996 --> 00:23:45,436 Speaker 1: And now I want to do the same thing, just 404 00:23:45,516 --> 00:23:48,956 Speaker 1: to your bedroom. Find out what the area is and 405 00:23:48,996 --> 00:23:52,636 Speaker 1: what's the square foot area per person in that So 406 00:23:52,676 --> 00:23:56,396 Speaker 1: they did that, and then not only did they learn 407 00:23:56,676 --> 00:24:01,476 Speaker 1: area and proportion, but they really learned how people live, 408 00:24:01,516 --> 00:24:05,996 Speaker 1: and they learn to develop empathy and understand they severe inequality. 409 00:24:06,436 --> 00:24:09,236 Speaker 1: That you had seven people living in a ten by 410 00:24:09,316 --> 00:24:14,716 Speaker 1: twelve room, one room, and here was this boy living 411 00:24:14,756 --> 00:24:17,556 Speaker 1: in a fifteen by ten bedroom all by himselves, and 412 00:24:17,636 --> 00:24:19,996 Speaker 1: that was just his bedroom. And it was really an 413 00:24:20,036 --> 00:24:22,596 Speaker 1: AHA moment. That I think will change the way he 414 00:24:22,636 --> 00:24:28,076 Speaker 1: looks at class and poverty and will automatically start thinking 415 00:24:28,076 --> 00:24:30,676 Speaker 1: of solutions. Then, so I think in terms of, you know, 416 00:24:30,756 --> 00:24:34,356 Speaker 1: the solvable, that you can't have just a few people 417 00:24:34,436 --> 00:24:37,796 Speaker 1: thinking of the solvable. You need to educate everyone to 418 00:24:37,876 --> 00:24:41,516 Speaker 1: be thinking of solutions to the problems. But you're not 419 00:24:41,636 --> 00:24:45,196 Speaker 1: doing that if you only have an education system that 420 00:24:45,396 --> 00:24:48,116 Speaker 1: is training children to fit into the world the way 421 00:24:48,116 --> 00:24:50,676 Speaker 1: it is and to work the system for their own 422 00:24:50,756 --> 00:24:54,796 Speaker 1: personal benefit. To rise up the career ladder, that you 423 00:24:54,876 --> 00:24:59,676 Speaker 1: have to have a generation of solution seekers, a generation 424 00:24:59,916 --> 00:25:03,636 Speaker 1: of children who will look at problems they think of 425 00:25:03,676 --> 00:25:06,476 Speaker 1: themselves as impacted by the social system, and even that 426 00:25:06,516 --> 00:25:08,636 Speaker 1: they're not thinking that, they think it's some natural order. 427 00:25:09,156 --> 00:25:11,356 Speaker 1: I know I did, and the sad part is, fifty 428 00:25:11,396 --> 00:25:14,076 Speaker 1: years later, many girls still think. So. Do you think 429 00:25:14,116 --> 00:25:16,356 Speaker 1: it's the curriculum that you've developed in the way of 430 00:25:16,356 --> 00:25:18,556 Speaker 1: teaching that you've been that you've been practicing. Do you 431 00:25:18,556 --> 00:25:21,796 Speaker 1: think this would work in other countries? Oh? Absolutely, absolutely. 432 00:25:21,836 --> 00:25:24,996 Speaker 1: The idea came from Brazil because it's a pedagogy. Really, 433 00:25:24,996 --> 00:25:27,436 Speaker 1: it's not a curriculum as much as it's a pedagogy 434 00:25:27,956 --> 00:25:30,636 Speaker 1: in terms of it's a teaching methodology, it's a way 435 00:25:30,716 --> 00:25:36,956 Speaker 1: of transacting practice in a classroom, and so whatever the world, 436 00:25:37,116 --> 00:25:42,236 Speaker 1: whatever the life, it can provide the content of education. 437 00:25:42,796 --> 00:25:45,556 Speaker 1: How much can this be scaled? How many schools do 438 00:25:45,596 --> 00:25:47,756 Speaker 1: you think you can affect? I'm not going to be 439 00:25:47,796 --> 00:25:54,156 Speaker 1: the only solution provider, right that. I think there are 440 00:25:54,156 --> 00:25:56,756 Speaker 1: several ways of scaling. One is, of course, in a 441 00:25:56,796 --> 00:25:58,956 Speaker 1: brick and motor way that in a school by school 442 00:25:58,996 --> 00:26:02,236 Speaker 1: by school by school, and you hope to reach many schools. 443 00:26:02,836 --> 00:26:06,596 Speaker 1: So far, we've been able to reach half a million students, teachers, communities, 444 00:26:06,796 --> 00:26:08,876 Speaker 1: and we hope to really meet ten million in the 445 00:26:08,956 --> 00:26:11,636 Speaker 1: next five years. That's our goal, and we want to 446 00:26:11,676 --> 00:26:14,676 Speaker 1: do it by building partnerships with other organizations who are 447 00:26:14,716 --> 00:26:18,396 Speaker 1: working by trying to influence government right. We helped with 448 00:26:18,476 --> 00:26:21,636 Speaker 1: policy briefs. We've written a policy brief help get them 449 00:26:21,636 --> 00:26:24,836 Speaker 1: to see the importance of doing this and changing their 450 00:26:24,876 --> 00:26:30,356 Speaker 1: curriculum right. And we help to campaign extensively in communities 451 00:26:30,356 --> 00:26:33,596 Speaker 1: to change mindsets. And the campaigns are not just by us, 452 00:26:33,716 --> 00:26:36,836 Speaker 1: thereby all the teachers we impact, so that it's an 453 00:26:36,876 --> 00:26:40,516 Speaker 1: exponential growth. Just recently we were co facilitators of a 454 00:26:40,516 --> 00:26:43,996 Speaker 1: workshop in Washington, DC, where we had forty organizations from 455 00:26:44,036 --> 00:26:47,556 Speaker 1: all over the world and we work shared our voice curriculum. 456 00:26:47,596 --> 00:26:49,836 Speaker 1: There was a great deal of interest and from Africa, 457 00:26:49,996 --> 00:26:53,916 Speaker 1: from Latin America, and so it's offered free of cost 458 00:26:54,236 --> 00:26:56,836 Speaker 1: on their technology platform which they can use and we're 459 00:26:56,836 --> 00:27:00,356 Speaker 1: happy to help with training using webinars. So technology is 460 00:27:00,396 --> 00:27:05,956 Speaker 1: the other huge game changer in achieving scale now so 461 00:27:05,996 --> 00:27:09,676 Speaker 1: that it can be used to enable our reach to 462 00:27:09,836 --> 00:27:13,196 Speaker 1: millions and millions of people. We video all our practices, 463 00:27:13,276 --> 00:27:15,956 Speaker 1: so we not only offer print curricula, but we also 464 00:27:16,036 --> 00:27:19,116 Speaker 1: offer dynamic videos which will show you how it's happening 465 00:27:19,116 --> 00:27:23,196 Speaker 1: in the classroom. What can people listening to help spread 466 00:27:23,236 --> 00:27:25,796 Speaker 1: these kinds of ideas and bring them to their own communities. 467 00:27:25,996 --> 00:27:29,076 Speaker 1: For one, I'm hoping that they will look at the 468 00:27:29,116 --> 00:27:33,716 Speaker 1: scope of education differently with a wider, deeper social and 469 00:27:33,756 --> 00:27:38,756 Speaker 1: political lens. And of course we are very glad to 470 00:27:38,796 --> 00:27:42,436 Speaker 1: share everything that we have learned over thirty three years 471 00:27:42,476 --> 00:27:45,956 Speaker 1: which we have on the web, and we're very happy 472 00:27:45,996 --> 00:27:48,876 Speaker 1: to do webinars and to share all our work with them. 473 00:27:48,916 --> 00:27:52,676 Speaker 1: We're also very happy to engage in conversations with people 474 00:27:52,716 --> 00:27:55,116 Speaker 1: who feel that this is an important work to do 475 00:27:55,596 --> 00:27:58,476 Speaker 1: and would like to learn more or share more their 476 00:27:58,516 --> 00:28:02,596 Speaker 1: own thoughts or have questions. We're happy to do that anytime. 477 00:28:03,116 --> 00:28:06,156 Speaker 1: Our information is easily available, and what they can do 478 00:28:06,196 --> 00:28:09,516 Speaker 1: is spread the word to other parents, other childre other 479 00:28:09,596 --> 00:28:13,716 Speaker 1: teachers that this is the way the future of education 480 00:28:13,796 --> 00:28:18,956 Speaker 1: should be. What a future that could be. Maybe you 481 00:28:19,076 --> 00:28:22,116 Speaker 1: found yourself wishing that you had access to an education 482 00:28:22,316 --> 00:28:25,596 Speaker 1: like the one doctor Sanny provides, not just learning math 483 00:28:25,636 --> 00:28:30,196 Speaker 1: and literacy, but actually getting a social and political perspective 484 00:28:30,236 --> 00:28:33,716 Speaker 1: on the world. I certainly did, and I also I 485 00:28:33,796 --> 00:28:36,596 Speaker 1: loved hearing about the girls in her schools forming their 486 00:28:36,596 --> 00:28:41,116 Speaker 1: own warrior women groups and holding community meetings like engaging 487 00:28:41,116 --> 00:28:45,116 Speaker 1: older women and parents and boys. It's just so exciting. 488 00:28:45,796 --> 00:28:48,076 Speaker 1: For more on Doctor Sanny, you can watch her ted 489 00:28:48,116 --> 00:28:51,236 Speaker 1: talk or you can read her latest book. It's called 490 00:28:51,396 --> 00:28:59,036 Speaker 1: Reaching for the Sky Empowering Girls through Education. Solvable is 491 00:28:59,076 --> 00:29:03,196 Speaker 1: a collaboration between Putkin Industries and the Rockefella Foundation, with 492 00:29:03,276 --> 00:29:07,396 Speaker 1: production by Laura Hyde, Hester Kant, Laura Sheeter, and Ruth 493 00:29:07,436 --> 00:29:11,756 Speaker 1: Barnes from Chalk and Blade. Pushkin's executive producer is Neil LaBelle. 494 00:29:12,156 --> 00:29:16,356 Speaker 1: Researched by sher Vincent Engineering by Jason Gambrel and the 495 00:29:16,396 --> 00:29:21,156 Speaker 1: great folks at GSI Studios. Original music composed by Pascal 496 00:29:21,236 --> 00:29:25,676 Speaker 1: Wise and special thanks to Maggie Taylor, Heather Fine, Julia Barton, 497 00:29:26,036 --> 00:29:30,196 Speaker 1: Carli Mgliori, Jacob Weisberg, and Malcolm Gladwell. You can learn 498 00:29:30,276 --> 00:29:34,916 Speaker 1: more about solving today's biggest problems at Rockefeller Foundation dot 499 00:29:35,036 --> 00:29:39,276 Speaker 1: org slash solvable. I'm Mave Higgins. Now go solve it.