What is a community?

Day two was concentrated on community awareness. At the beginning of the class, the students reflected on their previous assignment by writing in a picture log worksheet. A routine at the beginning of every session, the students describe what images they captured according to the parameters of the previous day. After the self-reflection exercise, we introduced the day’s pedagogical theme. Each student received a worksheet with questions that pertained to the theme. Some questions were broad, such as “What is a community?” and “Who is in your community?” Other questions were more concrete, including, “What is something positive in your community?” and “What is something negative in your community.” The pedagogy of questioning persisted: “Can the negative aspect be fixed, and if so, can you think of a solution to this problem?”

A challenge for the students was attempting to grasp the notion of a community. After long discussions and translations from English to Hindi, the children began to recognize the concept collectively. With great enthusiasm, the students began shouting out ideas, stretching beyond objects and people. Amidst the critical pedagogy, the students expressed the need for members of a community to act respectful towards each other. Moreover, the children discussed concepts of collaboration and unity in a commune. It became understood amongst the class, in an attempt to achieve a ‘peaceful’ and ‘ideal’ community, each member must put forth his contribution towards a benevolent mankind. Grasping the notion of community served to be quite the hurdle, however, the challenge strengthened the group and sparked critical thinking.

After the community discussion, each child was given paper and a writing utensil, and asked to draw a map of his community. We encouraged the students not to leave out any details. Students drew roads and rivers, placing buildings and objects where necessary. The locations included temples, schools, stores, and markets, any component of their community that was relevant to their lives. We have tried to incorporate exercises that require the student to visualize her response to a question and then draw the image on paper. We have found that these activities guide and prepare the child before they indulge in photography.

With their community worksheet, map, and camera in hand, and after an invigorating discussion, the students were ready for their photography assignment. The students were expected to take fifteen photos pertaining to their community. We encouraged the children to respond to their task keeping in mind the ideas discussed in class.