Difference between revisions of "Hosa Hejje Hosa Dishe"

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Hosa hejje hosa dishe means new step in new direction.  
 
Hosa hejje hosa dishe means new step in new direction.  
  
−
Adolescence is a crucial period which bridges childhood and adulthood. Unfortunately this period is not recognized as an in between one but, adolescents are pushed towards adulthood from childhood. This plays out in different ways in rural and urban settings. This plays in different ways between boys and girls. Adolescent girls, invariably are more vulnerable than adolescent boys. To minimize the risks that are disguised as attractive and exciting opportunities, to give the adolescent girls a voice in deciding their future and to support them in this crucial passage into adulthood, our project was envisioned. The project works with adolescent girls belonging to Govt. Schools as well as Govt. aided Schools. These schools cater to girls from marginalized families. We will use digital technologies as tools to work with the girls.
+
Adolescence is a crucial period which bridges childhood and adulthood. Unfortunately this period is not recognised as an in between one but, adolescents are pushed towards adulthood from childhood. This plays out in different ways in rural and urban settings. This plays in different ways between boys and girls. Adolescent girls, invariably are more vulnerable than adolescent boys. To minimise the risks that are disguised as attractive and exciting opportunities, to give the adolescent girls a voice in deciding their future and to support them in this crucial passage into adulthood, our project was envisioned. The project works with adolescent girls belonging to Govt. Schools as well as Govt. aided Schools. These schools cater to girls from marginalised families. We will use digital technologies as tools to work with the girls. We are here to alter the gender dynamics that play out and to make sure that girls gain critical articulation with respect to what their status quo is and how to build their aspirations for future. In our modules, we focus on easing them into the conversation.  
  
 
== Curriculum ==
 
== Curriculum ==
−
Hosa hejje hosa dishe means new step in new direction. Adolescence is a crucial period which bridges childhood and adulthood. Unfortunately this period is not recognised as an in between one but, adolescents are pushed towards adulthood from childhood. This plays out in different ways in rural and urban settings. This plays in different ways between boys and girls. Adolescent girls, invariably are more vulnerable than adolescent boys. To minimise the risks that are disguised as attractive and exciting opportunities, to give the adolescent girls a voice in deciding their future and to support them in this crucial passage into adulthood, our project was envisioned. The project works with adolescent girls belonging to Govt. Schools as well as Govt. aided Schools. These schools cater to girls from marginalised families. We will use digital technologies as tools to work with the girls. We are here to alter the gender dynamics that play out and to make sure that girls gain critical articulation with respect to what their status quo is and how to build their aspirations for future. In our modules, we focus on easing them into the conversation.
+
{| class="wikitable"
 +
|'''Week'''
 +
|'''Module'''
 +
|'''Objectives of the module'''
 +
|-
 +
|1
 +
|Rapport building
 +
|<nowiki>- Establish what we will do in this project in an attractive manner (our identity)</nowiki>
 +
- Build their excitement to work with us
 +
|-
 +
|2
 +
|
 +
|
 +
|-
 +
|3
 +
|What is adolescence according to them – part 1
 +
|<nowiki>- Each adolescent girl might think issues that bother them might be their personal issues, a process of exploring it and</nowiki>
 +
|-
 +
|4
 +
|
 +
|<nowiki>- Sharing with the peers with our facilitation might make them articulate and see that many of issues are common(mobility related, restrictions, fear for their safety to name a few)</nowiki>
 +
- ನನ್ನ ಸವಾಲು, ನಮ್ಮಸವಾಲೇ!
 +
|-
 +
|5
 +
|What is adolescence to them – part 2
 +
|Place the common issues they are facing in front of them and explore why is this happening in increased degree now?
 +
|-
 +
|6
 +
|
 +
|<nowiki>- Steer it towards collective articulation of adolescence (we add to it)</nowiki>
 +
- Meaning making and collective understanding of what adolescence is.
 +
|-
 +
|7
 +
|Audio recording - basics
 +
|To make them learn to handle the recorder/tab/smartphone for audio interviews or voice overs.
 +
|-
 +
|8
 +
|Audio recording - basics
 +
|
 +
|-
 +
|
 +
|
 +
|Break for SA1 and Dasara Holidays
 +
|-
 +
|9
 +
|Aspiration building – part 1
 +
|(by now we should have known the School system better and tweak the activities and steer it towards the least resistance) Speaking with teachers and headmasters in their new role of digital technology holders (this might reduce the resistance and increase their esteem)
 +
|-
 +
|10
 +
|Aspiration building part 2 – Who am I?
 +
|In the previous module Kishoris would have done audio interviews of their teachers and HM, now they learn how to take Photos – we will do the DST and present it to them
 +
- At the end, we will ask them to broadly share the structure of their DST
 +
|-
 +
|
 +
|Aspiration building part 3
 +
– Identity building
  
−
[[Curriculum at a glance - year 1|Curriculum at a glance]]
+
– Who am I?
 +
 
 +
'''BODY IMAGE'''
 +
|<nowiki>- Show the DST and facilitate the process of deciding their own intellectual product (conceptualizing) share their feedback about it and the exuberance it creates to showcase their own efforts.</nowiki>
 +
- BODY IMAGE -
 +
 
 +
Gender and Patriarchy
 +
|-
 +
|
 +
|Body Image continued
 +
|TV, Cinema, Social media, FM, Patriarchy , Market forces...
 +
|-
 +
|
 +
|Aspiration building part 4 – Identity building – Who am I? - Where do they fit in and why
 +
|<nowiki>- Physical, social and emotional and ‘real’ (their perception) location of each Kishori</nowiki>
 +
(starting this in the first week) -
 +
 
 +
Understanding Society – What is it?
 +
##Social order
 +
##Political System
 +
##Citizenship
 +
Livelihoods – Options – Places – Economy – Education – Avenues – Govt Schemes
 +
|-
 +
|
 +
|
 +
|<nowiki>- Continued to explore the above – Dignity/esteem associated with their placing/location and why</nowiki>
 +
­-Inclusion and exclusion – male and female spaces
 +
|-
 +
|
 +
|
 +
|<nowiki>- Continued to explore the above – How does this make them feel? Is it set in stone or they can change the status quo? Explore the avenues and tactics to slowly take control over aspects that directly affect them</nowiki>
 +
|-
 +
|
 +
|Articulation of ‘Who am I’ from each Kishori
 +
|<nowiki>- Combined and collective conceptual sharing of who they are (we will document this using Video)</nowiki>
 +
|-
 +
|
 +
|Basics of computers learning
 +
|<nowiki>- Interacting with Ubuntu interface</nowiki>
 +
- Creating folders and saving file with their names.
 +
 
 +
- Basics of typing – Tux typing
 +
|-
 +
|
 +
|
 +
|<nowiki>- Typing practice to build ease</nowiki>
 +
|-
 +
|
 +
|Internet and Safe spaces online
 +
|<nowiki>- Explore apps and internet closed safe spaces for kishoris to interact with each other and get more information</nowiki>
 +
|}
  
 
== Resources ==
 
== Resources ==

Revision as of 17:31, 7 October 2019

ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ

Hosa hejje hosa dishe means new step in new direction.

Adolescence is a crucial period which bridges childhood and adulthood. Unfortunately this period is not recognised as an in between one but, adolescents are pushed towards adulthood from childhood. This plays out in different ways in rural and urban settings. This plays in different ways between boys and girls. Adolescent girls, invariably are more vulnerable than adolescent boys. To minimise the risks that are disguised as attractive and exciting opportunities, to give the adolescent girls a voice in deciding their future and to support them in this crucial passage into adulthood, our project was envisioned. The project works with adolescent girls belonging to Govt. Schools as well as Govt. aided Schools. These schools cater to girls from marginalised families. We will use digital technologies as tools to work with the girls. We are here to alter the gender dynamics that play out and to make sure that girls gain critical articulation with respect to what their status quo is and how to build their aspirations for future. In our modules, we focus on easing them into the conversation.

Curriculum

Week Module Objectives of the module
1 Rapport building - Establish what we will do in this project in an attractive manner (our identity)

- Build their excitement to work with us

2
3 What is adolescence according to them – part 1 - Each adolescent girl might think issues that bother them might be their personal issues, a process of exploring it and
4 - Sharing with the peers with our facilitation might make them articulate and see that many of issues are common(mobility related, restrictions, fear for their safety to name a few)

- ನನ್ನ ಸವಾಲು, ನಮ್ಮಸವಾಲೇ!

5 What is adolescence to them – part 2 Place the common issues they are facing in front of them and explore why is this happening in increased degree now?
6 - Steer it towards collective articulation of adolescence (we add to it)

- Meaning making and collective understanding of what adolescence is.

7 Audio recording - basics To make them learn to handle the recorder/tab/smartphone for audio interviews or voice overs.
8 Audio recording - basics
Break for SA1 and Dasara Holidays
9 Aspiration building – part 1 (by now we should have known the School system better and tweak the activities and steer it towards the least resistance) Speaking with teachers and headmasters in their new role of digital technology holders (this might reduce the resistance and increase their esteem)
10 Aspiration building part 2 – Who am I? In the previous module Kishoris would have done audio interviews of their teachers and HM, now they learn how to take Photos – we will do the DST and present it to them

- At the end, we will ask them to broadly share the structure of their DST

Aspiration building part 3

– Identity building

– Who am I?

BODY IMAGE

- Show the DST and facilitate the process of deciding their own intellectual product (conceptualizing) share their feedback about it and the exuberance it creates to showcase their own efforts.

- BODY IMAGE -

Gender and Patriarchy

Body Image continued TV, Cinema, Social media, FM, Patriarchy , Market forces...
Aspiration building part 4 – Identity building – Who am I? - Where do they fit in and why - Physical, social and emotional and ‘real’ (their perception) location of each Kishori

(starting this in the first week) -

Understanding Society – What is it?

    1. Social order
    2. Political System
    3. Citizenship

Livelihoods – Options – Places – Economy – Education – Avenues – Govt Schemes

- Continued to explore the above – Dignity/esteem associated with their placing/location and why

­-Inclusion and exclusion – male and female spaces

- Continued to explore the above – How does this make them feel? Is it set in stone or they can change the status quo? Explore the avenues and tactics to slowly take control over aspects that directly affect them
Articulation of ‘Who am I’ from each Kishori - Combined and collective conceptual sharing of who they are (we will document this using Video)
Basics of computers learning - Interacting with Ubuntu interface

- Creating folders and saving file with their names.

- Basics of typing – Tux typing

- Typing practice to build ease
Internet and Safe spaces online - Explore apps and internet closed safe spaces for kishoris to interact with each other and get more information

Resources

School based Modules

Gangamma Hombegowda Girls High School, Wilson Garden

Karnataka Public School, Basavanagudi

St Anne's Girls High School, Halasuru

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