Why I do not stress on Conservation Education at school; now!

All effort, no yield

This piece finds place in The Hindu EDGE on 1^st July. Thanks are due to the team there.

Few weeks ago, friends, who work to get children to fall in love with books and stories, visited our school. I love reading and enjoyed being a part of the conversation as it moved from what we could do with books at our school to why books are crucial for children. As someone who, today, puts in more time with books than with friends, I found little to disagree.

However, the line – ‘world without books is poorer and dangerous’, brought out the dilemma I had been encountering of late. I shared it with the small group: “Do these actions tantamount to pushing our ‘agendas’ on schools and children, in this fashion? Do we do this more with children, for they do not have the space to vocally disagree? How fair is this?”

Last week, at a school in a village in Himachal Pradesh, I was reminded of the discussion. I had accompanied a friend and noticed story-books in the class-room. Impressed with the books and more with the folding and transparent stand, I asked the teacher about them. Her response was telling: “Someone like you had come few months ago and given these; we do not have much of an idea”. This also underscored the question of the difference these efforts bring – unless they are planned, in-depth and owned by the school.

Of the individuals and organizations who land up at school, some believe in planning – they are in touch with the school, discuss the visit and undertake preparations for sessions; others do not. Many are well-intentioned; while some come for ticking boxes. And most convey that the issue they pursue is THE issue to be taken up with the students. Gender and sexuality could be crucial for some, while health and hygiene could matter more to others. The issues, of course, are several, but like someone wiser once said, “Many of us are trying to change the world, in different directions; this is the problem”.

Conservation education (CE) is an issue close to my heart. An issue I have dabbled in and used to push without empathy for either those at schools or those passionate towards other causes. A friend, who has put in more time on CE than I, had once stated, “One of the reasons so many of us who work on wildlife conservation have failed with the schools is that we have alienated the teachers with our attitude. An attitude which stressed that we know more than them”.

There could be other reasons as well and, of course, it is fun being with children and some of the efforts have had desired outcomes. This is not only about outsiders. These changes could also be driven from within the schools; change in management for example.

Ever since I joined the school, this dilemma has had me go slow in pushing my interests in CE. While we do grow vegetables, mulch leaves, lessen plastic use and so on, I am keen to neither undermine nor derail the existing efforts. At another level I have also realized that doing more is not necessarily the better option and that while children would benefit from well-done programs – be it CE or book reading – they are not doing too bad without these either.