44
University of Applied Sciences and Arts Dortmund
Faculty of Applied Social Studies
Final Report
A practical term in Orissa, India
Nicole Suchanek
April 4, 2009
Supervisor: Prof. Dr. Evemarie Knust-Potter
Winterterm 2007/ 2008
Contents
1 Introduction 4
2 Destination: India 5
2.1 Facts about Orissa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2.2 The journey to India . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
2.3 The living situation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
3 Chetana Institute for the Mentally Handicapped 8
3.1 The school . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
3.2 Daily schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3.3 Intended duties within the institution . . . . . . . . . . . . . . . . . . . . 9
3.4 Working experience at Chetana . . . . . . . . . . . . . . . . . . . . . . . 10
3.5 Review of the work at Chetana . . . . . . . . . . . . . . . . . . . . . . . 11
3.5.1 Facing problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
3.5.2 Language barrier . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
3.5.3 Health care of children . . . . . . . . . . . . . . . . . . . . . . . . 12
3.5.4 Positive aspects . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
3.5.5 Achievements after the internship . . . . . . . . . . . . . . . . . . 13
3.5.6 General conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . 14
4 Working at NYSASDRI 15
4.1 General information about NYSASDRI . . . . . . . . . . . . . . . . . . 15
4.2 Working experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
4.3 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
5 Bakul Foundation 17
5.1 Bakul Foundation- A small introduction . . . . . . . . . . . . . . . . . . 17
5.2 Working duties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
5.3 Working at Bakul . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
2
5.4 Review of the work at Bakul . . . . . . . . . . . . . . . . . . . . . . . . . 21
5.4.1 Exploitation of the library . . . . . . . . . . . . . . . . . . . . . . 21
5.4.2 Childrens Theater Workshop . . . . . . . . . . . . . . . . . . . . . 21
5.4.3 Teaching English to the Khelaghara School Children . . . . . . . 22
5.4.4 Mobilizing volunteers . . . . . . . . . . . . . . . . . . . . . . . . . 23
6 General Conclusion 25
I Pictures, Articles and Information 27
A Pictures of Chetana Institute 28
B Pictures of NYSASDRI 31
C Pictures of Bakul 33
D Criticism, Articles etc. 37
D.1 Criticism on the musical production . . . . . . . . . . . . . . . . . . . . . 37
D.1.1 Mail of 15 January 2008: Some criticism of Bakul . . . . . . . . . 37
D.1.2 Mail of 16 January 2008: Re: [Bakul] Some Criticism of Bakul . 41
D.1.3 Article in: The Telegraph, Calcutta, India . . . . . . . . . . . . . 43
E Map of Orissa 44
F Collection of websites related to in the report 44
3
1 Introduction
The following paper is the �nal report of my practical term in 2007/2008 in India. The
duration was from Sep 17th 2007 till Feb 3rd 2008. While I stayed in India I spent
most of my time with two di�erent non-pro�t organizations based in Bhubaneswar, the
capital city of Orissa.
In the beginning of this report you will �nd some information about the state of
Orissa. It might be helpfull to understand the working and living circumstances in the
area. Adjacent there will be a discription of Chetana, a school for mentally challenged
children. In that school I spend about 2 months of my internship. A re�exion of the
work at Chetana will complete that chapter.
A short period I spent with an organization called Nysasdri to have an excursion to
di�erent �elds of social work in Orissa. Few information will be given about that period,
including a review.
After all, the focus lies mainly on an organization named Bakul Foundation. I
spend two and a half months with that organization and take it as the core part of my
working experiences.
An overall review of the practical semester is given in the end of this assignment.
Unlike most other reports, you will also �nd a section about living in India and how I
got my job. I think the living experience is a fundamental part in this practical semester
and must not be ignored.
In the appendix you will �nd all weekly reports for a further insight knowledge con-
cerning the work. Also an excerpt of newspaper articles, pictures and criticisms is
attached.
4
2 Destination: India
As you know, my whole internship took place in India. I experienced it as a very
di�erent country, not only regarding culture and climate. Therefore I will give you a short
introduction to the state of Orissa, which is very unlike other Indian states. Subsequently
you may �nd a brief summary of how I found my placement in Bhubaneswar and how
things got started.
2.1 Facts about Orissa
Since my work was placed in Orissa, here are some information about the state.
Orissa is placed in the East of Central India with its capital Bhubaneswar. The main
spoken language is Oriya. It had a population of 36,804,660 in 20011 and still growing,
more than 1 million people live in Bhubaneswar today. �Out of the total population,
85.01% live in rural areas and depends mostly on agriculture for their livelihood. Urban
population constitutes 14.99%.�2
But despite �being endowed with vast natural resources such as long coastal line,
fertile green coastal plains, rivers, forest resources, and mineral resources such as iron
ore, bauxite ore, limestone, the state continues to be a backward state. A comparative
analysis of interstate poverty ratio shows that 47.2 per cent of the state's population lives
below the poverty line in 2001-02�.3 Malnutrition of children is one big issue amongst
others in Orissa. More than 50% of all children below the age of 3 are underweight.4The
illiteracy rate in Orissa is one of the highest in the country, especially amongst female.
Only 64% of the population are literate in 2001.5
Nevertheless Orissa has more to o�er. Such as a beautiful landside with hills and
forests, three main temple cities of the hindu religion and a rich culture. Also �Orissa
1[6]http://www.orissa.gov.in/health_portal/healthpro�le/demography.html, 14 October 2008.2[6]ibid.3[3]Jena; Rath, 2006.4[7]http://122.160.10.83/unicef_website/Mapping%20Indias%20Children/, 28.Jul 2008.5[1]Census of India, 2001.
5
has 62 distinct tribal groups,making it the largest collection of tribal people in a single
state in the country.�6
This description should be a good enough survey of circumstances as a preparation
for the following report.
2.2 The journey to India
This is a brief summary of how I was placed.
In 2006, an Indian professor, called Dr. Pati came to our university. He gave a lecture
about his organization, back in Bhubaneswar. This story was very inspiring for me.
As soon as I had a chance, I would ask Dr. Pati and his wife, if it was possible to
have an internship at their school for mentally challenged children. Both of them were
enthusiastic about me coming to Orissa. Subsequently, one year later, I met them both
at the university again and settled things for visiting India four months later.
While I planned my trip to India, I found three other people joining, to explore that
fascinating country. One of them was from my faculty, another a physiotherapist and
the third one just �nished high school in Germany. Except for the physiotherapist all of
us would share a room in a hostel at Chetana. Hence I was living at my workplace.
The secretary of that institution was responsible for me while I stayed there and with
him I made all arrangements before I left for Bhubaneswar. Our agreement was that I
would visit three di�erent organizations during my stay to have best practice experience
in di�erent institutions. Narayan, the secretary, as far as I knew was in contact with
the other organizations. This fact made me conclude that things were settled.
On the 15th September in 2007 my friends and me reached the place and we got
welcomed by all students of the school. Since it was a special holiday, they started
with a pooja, which is the hindu way to worship god. We took some lunch with the
authorities before we got to our room.
Two days later I was about to start my work at the school, like you will acknowledge
in the next chapter.
2.3 The living situation
This paraghraph gives you a small idea about my placement in Bhubaneswar.
6[5]http://www.indiaplaces.com/india-states/orissa.html, 28. Jul 2008.
6
The living situation in Bhubaneswar was such that I shared a room with two other
German interns. We had an own bathroom attached to our room. Luckily the hosting
organization provided this room for us, free of cost. The building complex we were
placed in had a hostel for about 150 people. Since we did not have a kitchen in our
room, we could eat in the dining hall of the students hostel. Lunch and dinner were
served for about 0,25¿ each. I took my breakfast in our room.
As the food in the hostel was not very various (though tasty), due to the low price, I
did not take both meals everyday in the hostel. Also the times were �xed. Depending
on my work schedule I could not attend dinner. In that case it was easy to eat in the
surrounding area.
Living costs in India are mostly lower than in Germany. But this only applies, if one
can reduce the living standards in certain ways (e.g. in general in Orissa you will not
�nd wallpaper, heater, often no glass windows or toilet paper, which cannot be �ushed
in many toilets).
In Bhubaneswar itself the public transport system is not very good. Due to that the
community found a way to provide public transport with shared auto rickshaws. Those
autorickshaws would always drive on the same street. On all junctions the rickshaw can
be switched, so that every place can be reached. This system works very well and is
comparatively cheap.
The access to the internet is very limited in many cases. In our building we did not
have internet connection. Hence we had to use internet cafes in a 15 min. walk distance.
This was no problem as long as it was not dark outside one could go alone. If it is dark
already it is not very safe to be by yourself as a woman. In that case we mostly walked
at least with two people.
Food is also easy available in many local markets. Especially the vegetables and fruits
are fresh and can be bought at many places. Since many people do not have a car, small
markets come up more frequent on the streets.
I would consider those aspects as the main issues of my placement in Bhubaneswar.
7
3 Chetana Institute for the Mentally
Handicapped
This chapter deals with the main features of one of the biggest schools for mentally
handicapped children in Orissa. After a description of the institution, I explain my
work duties and give a re�exion.
3.1 The school
Chetana is a school, including a hostel, for mentally challenged children from all over
Orissa. It is situated in Bhubaneswar. In 2007 about 75 students are enrolled, of
which approximately 17 are female (number of enrolled students is changing). All of
those students stay at the school and most of them visit their parents during summer
vacation.
Mostly the school has �ve di�erent classes such as: Primary, Secondary, Vocational
I, Vocational II and the Girls Class. School hours are from 10.00-17.00h, Mondays till
Saturdays, including lunch break of one hour.
Each class has about 12 students and almost every class has one teacher and an
assistant teacher. But in the girls class for instance is no teacher but a female care taker
to teach the students.
My work was in Primary Class, therefore I will make some more depictions about this
particular class.
The primary class had 12 male students with the average age of 8 years. One teacher
was in charge of the curriculum and one assistant teacher helped to take care of the
students. In the afternoon, one caretaker would most probably come over to do some
cultural program with the children. To take part in the daily process, every other day
students from local colleges came to the class for an internship at the institution.
The disabilities among the children in Primary Class are as follows: Two of the boys
had autism spectrum disorders and four boys were born with downsyndrom. Most other
8
boys had mental retardation in di�erent severities.1 Additional to the disabilities most
children su�ered from scabies and all of them had lice. This fact also had an in�uence
on their learning impact.
But Chetana is not only a school for mentally challenged children, but a college for
special education. That way more than 100 students from Orissa come there to become
special educators. Regarding the principal, this is the only college for special education
in Orissa.
3.2 Daily schedule
When the children came to school in the morning, they assembled in the yard and
did some prayer, before they proceeded to their classrooms. In general the day would
start with either grooming (e.g. combing hair, oiling, applying powder) or some yoga
exercises. One particular boy would show the exercises to the other students.
After some time the assistant teacher might give exercisebooks to some of the students
to do writing exercises, such as writing their names. The other children, which would
not get an assignment, would wait in the back of the classroom. About one hour or half
an hour before lunch, everyone would store their papers away and sit down to wait for
lunch.
Lunch brake is from 1PM till 2PM. During that time, the students get lunch on the
upper �oor of the hostel building and all college students can go to the dining hall.
After lunch brake some students would be allowed to play a board game, called Car-
rom. The others sit in the back of the classroom and watch the games. Mostly one
of the care takers would visit the classroom one or two hours after lunchbrake. Then
she would do some Indian dancing with the children, play some music or sing songs.
Eventually at around 4.45PM the children would leave school and go back to the hostel.
3.3 Intended duties within the institution
When I came to Chetana �rst, the principal had a short talk with me and on my �rst
working day I got introduced to Mrs. Sabita, who is the teacher of Primary class. On
the 17th September I started my work. It was said that I should do individual training
with 6 boys of the class. First I should do some assessment to �nd about about their
mental age and intelligence quotient. Then I would have to decide which individual
1see pictures of the children in appendix A on page 28
9
training is best for them. Generally it would be a three months teaching plan with short
term and long term goals. Three months later one would have to do another assessment
and check if the child has made the planned progress. After consulting Mrs. Sabita, I
would start with my teaching plan.
Considering my work experience in theater pedagogics, the secretary of Chetana sug-
gested me to start a little play with some children for the annual day of the school.
Those were supposed to be the main aspects of my work at Chetana. In the following
section you will �nd a summary of my working experience. For more details see the
weekly reports in the appendix.
3.4 Working experience at Chetana
When I came to school that Monday morning, I got introduced to Mrs. Sabita, my
supervisor while I worked at Chetana. On that day and on many following days I was
observing the children. The main exercise was writing names in exercisebooks. In the
afternoon mostly we spend time with traditional Indian dance.
In the second week I got an assessment sheet for mentally handicapped children. In
the end of the week I was doing this assessment with Ashok. He was my focus child with
whom I would do the individual training. On some days I got help from other college
students, because I was not able to ask questions in Oriya myself to �nish the test. The
students helped me to translate the questions for Ashok.
Eventually in the third week I was able to start the individual training with Ashok.
In the fourth and �fth week I was working for NYSASDRI. That part will just be left
out for now and covered in the next chapter.
When I got back to the classroom after my excursion trip, some things had changed
at Chetana. For example children did not get beaten anymore (at least while I was
around). To take a bit more action I tried di�erent things now. Therefore one afternoon
I brought balloons for all children and they could play and learn about colours and how a
balloon �ies etc. On this afternoon the teacher was also in the classroom (in the reports
you will read that she could not be there most of the time) and supported me with my
little afternoon exercise.
The next few weeks I mostly concentrated on writing exercises with the children and
doing little assignments if no teacher came to the classroom. Eventually the scabies
in�uenced the children a lot during this period. They had open wounds and were
scratching their skin. The itching skin and wounds made it very hard for them to
10
concentrate on exercises. Nevertheless I proceeded in the individual training with Ashok.
Overall we would practice for few minutes every day. Ashok could not concentrate for
more than few minutes. Then he would need a break.
Sometimes I would visit the other classrooms to see, what they were doing. One day
I could also witness how a �lm about Chetana got shot. That gave me the opportunity
of experiencing di�erent ways of vocational training, too.
During week 9 I decided to look for a new job and eventually found something. I
wanted to collect some other working experiences.
3.5 Review of the work at Chetana
In total I can say that I did learn certain things at Chetana, but I did not learn as much
as I wanted to. That is why I �nally decided to look for another organization to join.
Here I will give you an impression of my main issues.
3.5.1 Facing problems
When I �rst came to the school I had to observe the children for many days, till I could
do anything else. I realized that one has to be very patient in a country like India.
Furthermore I was not sure, if it is appropriate to bother people with what you want
or not. I asked the teacher about the assessment sheet for Ashok many times. At that
place it is a big deal, to take a paper out of the locker.
The biggest challenge for me though, was that very few things happened most of
the time. Even though most of the reports I have written describe things which have
happened, it does not mean that it endured during most of the time. Indians have a
di�erent perception of time, but time was very precious for me, because I knew I would
be around only for a limited period.
A lot of time was spend only with waiting. Either for lunch or for the end of the
school hours. Sometimes the children would have to sit for more than an hour. If they
fell asleep, because they got bored, they would be beaten to wake up and sit straight.
Till date this does not make much sense to me and I cannot understand the approach
of this. For some time I thought it was only me thinking that very less happened. But
when I talked to the other college students, I realized that they were feeling the same
way. I do not have a real answer on how to change those things, on how to activate
teachers to do more lessons. Especially with every child and not only few of them.
11
Sometimes Rebecca, who was also working there, and me, we tried to do some exercises
if no teacher was there. But as soon as the assistant teacher entered the room, everyone
had to take seats again and wait.
I always thought it would be easier to change such conditions but I was proved wrong.
Chetana has a special system, working like this for many years. It is not enough just to
go up to people and talk to them to change their behaviour. And then also I ask myself,
if my way of handling situations is the right solution. Moreover my approach was not,
to change the world, but to learn from it and help to develop new methods of resolution.
At that point I might have been too overwhelmed by things to know what to do and put
it into action. So probably it is better to be much more aware of issues like a di�erent
perception of time, before going to another country. Even though I considered myself
being prepared well enough, it shows me that you can still undergo big surprises. And
funnily I expected a di�erent handling of time in India, but I never expected it to be
this di�erent.
3.5.2 Language barrier
Another problem I was facing, was the language barrier. Before I came to India I was
aware of the fact that not everyone would speak English. But I never imagined that very
few sta� members in the school would be able to talk to me. It made me sad at some
point, because I would have liked to get to know the local people better. I think that
if you speak the local language, people will receive you very di�erent and you can get
involved much more. But the way it was, I had hard times �nding someone to translate
even little words for me. It made the work very di�cult sometimes. That way for the
next time I would at least try to take a Hindi crash course which allows the people at
least to understand me, even though they might not speak Hindi themselves (many do
though). It is almost impossible to take Oriya classes in Germany.
3.5.3 Health care of children
Something I really would like to refer to, is the health condition of the children. It
shocks me till date that the children sometimes get very bad medical treatment, even
for diseases which can be cured easily and with government funding. Out of the 75
children at the school more than 50 had scabies. �Human scabies is an intensely pruritic
skin infestation caused by the host-speci�c mite.�2 Scabies is contagious in case of close
2[2]Cordoro, 2008.
12
contact and can lead to secondary bacterial invasion, sepsis, rheumatic fever and other
preexisting dermatoses.3
First I did not know what this disease, the children had, was. I only saw them
scratching their skin all the time. Eventually I found out that it was scabies and I was
very surprised nobody did anything to heal it. After I asked few people about it, I got
to know that some teachers wanted to take the children to the doctor, but the principal
gave no permission. One day I even had a talk with the principal and she told me that
she does not want to support allopathic medicine and tries to cure the scabies with
homeopathic medicine. At the same time she told me, someone would be interested in
taking the children to the doctor and if that person paid himself, that would be �ne
with her.
What has happened was that the teachers collected money and we took all infected
children to the doctor on the next day. But this e�ort could not remedy the disease. It
occurs from unhygienic living-circumstances and in the hostel there was not even any
soap for the children available. This made things very complicated and later on I decided
to buy soap and laundry detergent for the hostel. But still this is no sustainable solution
to the problem and till date I do not know how to convince people of certain things such
as treating scabies.
3.5.4 Positive aspects
Something which is very important for me to relate to is my relationship to the children.
Actually this is what made it hard for me at �rst to decide to work somewhere else. They
bring a lot of happiness, which makes my day. I think we had a very good relationship
and the children felt safe around me. We had great moments and played together. After
I left I assessed this as the main bene�t for the children. Even though I probably could
not teach them much, they could share nice moments and keep them in a good memory.
I hope it gives them faith and strength in the future.
3.5.5 Achievements after the internship
After I started my work at Bakul, I would still go to the classroom sometimes and spend
some time with the children. I was able to get some funds from Germany to buy soap
for several months, laundry detergent, new T-Shirts, teaching materials, etc.
3ibid.
13
This could improve the work in the classroom a lot, because now there were enough
materials available to teach every child. Earlier it was troublesome to ask the authorities
for paper or pencils for the students. In general the school was not willing to give out
teaching materials. Now they could at least each have their own exercisebook to write
into.
Even though this is no longterm solution, I think it is better than no solution at all.
Only for the future I wish to �nd a better approach for sustainable support.
3.5.6 General conclusion
Generally speaking I would say that it was good to understand such an institution and
its problems in a developing country. Also it was good to collect positive and negative
experiences. At the same time I am glad that I decided to collect di�erent experiences
somewhere else, too. Otherwise my comprehension of India might have been very partial
today.
14
4 Working at NYSASDRI
Since I did not spend much time with NYSASDRI, I will just give a small introduction
about the organization, before I describe my experiences.
4.1 General information about NYSASDRI
Nysasdri was established in the 1980s and means National Youth Service Action and
Social Development Research Institute. Since the inception NYASDRI was working in
several �elds of social work such as education, disabilites, health care, old age etc. 1 At
the moment the main focus is on eyecare and health.
A special eye hospital (Kalinga Eye Hospital and Research Center) is based in Dhenkanal,
a small town in the west of Bhubaneswar. It makes eyecare more accessible to those
who live in remote areas around Dhenkanal district. Patients can go for checkup to
the hospital right away and get treated. Also they can visit an eyecamp in the villages
(especially for cataract patients) and get diagnosis. If they have cataract, they will be
taken to the hospital, get surgery and be brought back to their homes on the next day.
This service is free of cost for those, who cannot a�ord any treatment.
In the sector of health care, NYSASDRI tries to emend the situation of two primary
health care centers through public private partnership (PPP). This PPP means it is a
corporation of the government of Orissa and local NGO's for the bene�t of the residents
in the concerned areas.
4.2 Working experience
While I stayed with this NGO for about two weeks, I had the advantage of joining three
di�erent areas such as the work in the main o�ce, the eye hospital and the headquarters
for some workshop.
1see: www.nysasdri.org/program.html, 30 Jul 2008.
15
When I �rst joined, I got introduced to the work of NYSASDRI. For a few days I got
to read reports of other interns and �nd out more about publications and researches.
Also I helped with developing the website of NYSASDRI. In the same week, together
with my friend, I went to visit the eye hospital in Dhenkanal.2 It lies about about 3
hours away from Bhubaneswar. The next two days I was exploring the hospital. After
that observation I joined some sta� members on an eye camp.3 This eye camp was in a
village in Dhenkanal district. The eye hospital has an own bus to take the sta� members
and patients across the area. Hence we went to the village and did small checkups on the
patients. Those who had cataract, we took to Kalinga Eye Hospital to provide surgery
on the next day.4
After that trip, my friend and I went further, to the headquarters of NYSASDRI, in a
small village called Santhasara. There we attended a three days workshop on advocacy.
Additional to that I stayed for another program on gender equality, before I went back
to Bhubaneswar.
4.3 Review
During my two weeks with NYSASDRI I had the chance to get a wider image of Orissa.
It was very interesting for me, to visit a small town, Dhenkanal, and even a village (for
the eye camp). Those places were much di�erent from Bhubaneswar and gave me a
greater impression of life in Orissa. At the same time it was enriching to have di�erent
experiences like o�ce work, �eld work and a workshop.
Although I think if I had spend more time with NYSASDRI, I would have been bored.
Especially in the eye hospital. After all I was not allowed to do any nurse jobs and I
could mostly only observe what was happening. That was good enough for the time I
spend there.
2see map in the appendix E on page 443see appendix ?? on page ??4see pictures in appendix B on page 32
16
5 Bakul Foundation
Like mentioned earlier, I consider the work with Bakul foundation, as the main part of
my internship. Not only because I spend most of my time with this organization, but
also because it gave me most opportunities to develop my skills. Initially I will describe
the small organization, before I proceed with my work duties, the work I did and the
review. In this paper I will only refer to my responsibilities linked to social work, though
In the appendix you will �nd di�erent newspaper articles and emails from the members
of Bakul Foundation. The online discussion group is very important and till date we
(Bakul members) exchange our ideas and information in this group.
5.1 Bakul Foundation- A small introduction
Bakul foundation was launched in 2006 to promote volunteerism and pull together indi-
vidual contributions for community development.1 It is a young non-pro�t organization
to mobilize people who are interested in social change. It started o� with a pledge cam-
paign2 to collect at least 1,000 individual contributions to set up a library. Finally the
inauguration of this library happened on April 1st 2007. The library is open everyday
from 2PM-9 PM. It is free of cost for everyone and open to any group. Till date it
consists of three rooms. When you enter you will �nd a computer room on the left hand
side. Further a room looking like a jungle, keeps books for reading beginners3 and the
last room contains literature for advanced readers and a screen for presentations and
�lm screenings. Bakul does not have tables or chairs in the reading rooms. Mats are
lying on the �oor. That way an open space is provided and everyone can move freely
and has access to every side in the room.
Since the inauguration di�erent activities got launched by Bakul Foundation. One
big e�ort was putting up a library booth with books and activities about reading on
an exhibition ground for the National Children's Day on November 14th-15th. For the
1see article at http://www.indiatogether.org/2008/jan/edu-bakul.htm2visit: http://www.pledgebank.com/Bakul-Library3see picture in the appendix C.1 on page 34
17
same event 14 local schools from Bhubaneswar did a wall painting in front of Bakul
Children's Library.4 In the end of the same year a �lm festival on contemporary art has
happened in the backyard of the library. In 2008 Bakul started o� with a talk of the
American Professor Ellen Handler Spitz entitled `The impact of imagery in picture books
for young children', followed by a children's musical in the same month. Furthermore
several workshops such as art for children and a leadership workshop for youths take
place at the library.
One could say that the members of Bakul are sparkling with motivation and gather
people together from all over the place to achieve a change.
5.2 Working duties
While I was placed at Bakul, I had four main work duties.
� One core challenge was getting children of di�erent backgrounds over to the library
and giving them the opportunity to explore it. This includes slum children, boys
from a tribal hostel placed in Bhubaneswar, children of prisoners and children from
all schools in Bhubaneswar. After Bakul works on the inclusion of all social groups,
it aims to be open for all children whatsoever. The way I approached the children
was for example talking to principals, inviting classes for library tours and picking
up children from places in a walkable distance. When I began working at Bakul,
the library wasn't even a year old and the word about it still had to spread. That
is why I tried to reach out to as many places as possible.
� My personal interest and part of my education is in applied drama. Hence I
planned a children's play; by children for children. Especially in Bhubaneswar
this was a totally new method to be used with children. This made it even more
ambitious for me to start a theater project.
� The third duty of my work was connected to a group of slum children. A slum
school is situated only 2 minutes away of Bakul. With children of this school
(Khelaghara Elementary School) I planned regular sessions in the library. Since
their access to English classes in school is very limited, Bakul tries to provide
additional facilities to improve their English language skills. This was about to be
done in a playful way such as story telling and role plays.
4see pictures in the appendix C.3 on page 35
18
� And because Bakul was still very new, another main objective of my work was
mobilizing volunteers. The whole concept of the organization is volunteerism.
Therefore only with volunteers, innovative ideas can be implemented. My target
groups were college students and university students of Bhubaneswar. The idea
was to inform them during classes about Bakul and motivate them to volunteer.
In the next part you will read about the work which had been put into e�ect in a
chronological order.
5.3 Working at Bakul
On December 1st 2007 I started working at Bakul. The �rst day I got introduced to the
story of Bakul and learned more about the latest happenings. Also the musical for the
children's drama was chosen. It was to become �Snow White and the Seven Dwarfs�,
after an adaptation by Roald Dahl.
The next day I started with picking up boys from a tribal hostel and took them to
Bakul. This was connected to my main objective of exploiting the library.
During the following days I proceeded with settling things for the theater workshop. I
went to schools to distribute �yers and talked in front of a whole school at the morning
assembly. Also a draft for the concept note was developed.
All Mondays, Wednesdays and Fridays I would pick up the slum children in their
school to work with them at the library. Those children could not come by themselves.
Therefore I talked to the principal to get permission to take groups of children during
school hours to Bakul.
On the weekend of the �rst week, I started the theater workshop with 12 children.
Most of my work time was dedicated to the musical now.
Basically I was preparing the workshop, conducting it and re�ecting for the next unit.
Also I frequently worked with the Khelaghara children.
After Christmas break I proceeded with the musical production. Many things had to
be arranged and many people came in to o�er their help. Also rehearsals took place on
7 days in a row, to complete the play before Jan 13th. As a treat for the children, we
arranged a little New Years Lunch Party.
In the following week, apart of arranging things for the play, I started working with
the Khelaghara children again (they had winter holidays in between). Further Bakul had
to make preparations for the talk of an American professor in the following week. Only
few days were left to the premiere, too. What worried me, was that we still did not have
19
any booking for an auditorium and had not distributed any posters. Therefore there
was a lot of work on my front. But many volunteers came to help out. Some of them
helped to prepare props and others were practicing songs with the children. We were an
international group working on the project consisting of two Germans, a Canadian and
several Indians.
On Monday, Jan 7th, Ellen Spitz had her talk about �The impact of imagery in picture
books for young children�. Members of di�erent organizations, professors and interested
people came to the talk.
The rest of that week was dedicated to the musical. Before the musical was performed I
had to organize many things, such as picking up costumes, distributing �yers and posters
and preparing the program for the weekend. The last rehearsal with the children was
on Saturday.5 After that things got packed to go to the venue on the next day.
Finally we had the performance. The children came to Bakul in the morning and
accordingly we took the children to the auditorium, which was at the local school of
drama. Every volunteer had a certain job and after a last rehearsal the children prepared
their costumes and makeup.
Finally the play took place and in the evening everything was brought back to Bakul.
About 300 visitors came to see the play.6 The children were very satis�ed and we planned
a �nal party for the following Sunday.
In the next week I spend some time with the follow up of the workshop, e.g. writing
the concept note and responding to criticisms concerning the play. On Sunday most
children showed up for the party. First we did a small evaluation of the workshop. Then
we had some lunch, cake and dances. The children enjoyed playing games a lot.
In the following days, things around Bakul became quiet. Less people came in and less
events were happening. After winding up some work concerning the musical, I started
a small art workshop with the slum children. For that project I got help from an Indian
lady who is working on arts. She gave her ideas for an art workshop with the children.
As a follow up of this project, the children were introduced into using a camera. With
the help of other volunteers, such as an Indian professional photographer, we started a
photograph workshop.7 The aim was that children could show their living environment
from their perspective. For instance did we go to their houses and they took pictures
from their families and residential quarters, if they liked. The children did not get any
guidelines but were allowed to feel free to use the camera as they wanted.
5see in the appendix C on page 356Criticism see in the appendix D.1 on page 377see in the appendix C.5 on page 36
20
My last few days at Bakul were spend with winding up work, like �nishing the concept
note.
5.4 Review of the work at Bakul
In this section I will re�ect the main issues of my work at Bakul Children's Library. A
lot of interaction happened in the online discussion forum. A selection of this you will
�nd in the appendix.
At Bakul I learned many things, not only as a social worker, but for life. What really
stays in my memory till today is the strong cohesion we had among all members. My
experience was that everyone, whoever started volunteering at Bakul, felt associated
with it very easily. The working climate was very good. It is not comparable to what
I experienced earlier. The environment encouraged me to create new ideas. The orga-
nization itself is much open minded. One main reason might be that it is still growing.
Also most members have not worked in such facilities as a library yet. Therefore own
ideas must be developed to run the institution.
Concnerning my initial work objectives, I mainly realized three of them.
5.4.1 Exploitation of the library
It was rendered possible to exploit the library by more children. Even though the tribal
hostel boys could visit very seldom (the superintendent of the hostel did not approve
much of the library and would not give any further permission for the boys to visit),
the slum children from Khelaghara school at least keep coming in, till today. Also those
children started using the library in after-school hours and brought their siblings with
them. Due to the tight schedule I could not get into contact with the children of the
prisoners. Additional to that I tried to convince the authorities of schools for disabled
children to send their students. I did not succeed in this case so far.
5.4.2 Childrens Theater Workshop
My second prospective was to use applied drama in the work with children. As a main
part of my work at Bakul I directed a musical, performed by elementary school children.
Altogether I would say that the project was bigger than what I expected and gave me
many opportunities to acquire di�erent skills. One main aspect was organizing things.
Never before I had the task to coordinate so many people (18 children and about 8
21
volunteers) in such a project. In some ways it was di�cult to arrange times which �t
most people's schedules, especially the children's. They came from several schools and
had very di�erent timings altogether. Still I can claim that we balanced to get them
together.
Another challenge among organizing things was that I did not know the place for very
long. I did not know where to buy certain things. We had to get Styrofoam, beads,
fabrics and so forth. In Germany I would know right away, in which stores the things
would be available. But in Bhubaneswar I had no clue about where to get Styrofoam.
It took a lot of resources calling up people and inquiring about shops and prices (if you
have no idea about prices, sellers might cheat on you very easily). Or I even had to ask
people to take me to a shop, if it was in di�erent parts of Bhubaneswar. At the same
time, I was very lucky that the volunteers at Bakul were so patient with me.
The work with the children was an awesome experience. In certain ways they were
di�erent from German children. I think, due to the Indian school system, the children
were more disciplined in some ways. Of course they would also play or be loud while
others rehearse their scenes. But they were always practicing till the end, trying to
concentrate on what they were doing. Also what impressed me very much was that the
children learned to give very constructive criticism. We could re�ect our ideas and the
rehearsals, without people feeling o�ended. In my opinion the good constellation of the
group was most important for this development.
And last but not least I have to name the people which supported me with my plans.
I really have to thank the whole team for being so cooperative and patient. Also for
spending day after day at the library, preparing things for the play. I never experienced
such a supporting group of volunteers. If it was not them, we never would have pulled
of such a successful performance.
In summary, the theater workshop was a lot of hard work and not always easy to
manage. Nevertheless it gave me a great learning experience, which will help me in my
further work.
For more details about the workshop, please read the concept note at:
http://www.scribd.com/doc/4325259/Musical-Production-with-Children.
5.4.3 Teaching English to the Khelaghara School Children
The third aim of my work had two components. One was to help the slum children
of Khelaghara school to improve their English. The other was to have regular sessions
with them at the library. This way they would have the opportunity to make use of the
22
library as much as possible.
I planned to pick them up at the school, three times a week. A group of about 10-15
children and me would walk to the library. With a small group of about 4-6 children I
would read an early readers book. Subsequent to that the children would draw a picture
or have a role play of the story. This would show me, if they understood the story and
for them it would be more fun to read the stories and create an understanding.
Actually on some days this worked out much better than I expected. The children
loved to visit the library and every time I went to the school, even more students wanted
to come. But then, not having a �xed group turned out be a problem in some way.
Reading the stories and working on them would not happen on a regular basis with
most children. Therefore there was barely any routine to learn English. On the other
hand, this way many children got access to the library. Some of them started visiting in
their leisure time and even brought their siblings with them.
My conclusion is that I did succeed in introducing the library to the children. Also
some children began coming on a regular basis. But also, their English language skills
did not improve as much as I wished. Still it did improve somehow, since some children
started reading more di�cult books after few weeks.
In my opinion it is important to continue the regular visits within school hours. If
Bakul had a volunteer to continue picking up the students, even if it is not three times
a week, I think the children could bene�t a lot in the long term.
5.4.4 Mobilizing volunteers
This achievement, mobilizing volunteers, was not totally ful�lled. Not mentioned in this
short summary, but in the appendix is that one volunteer from England started working
at Bakul after I consulted her. Even though it is a start, I was not satis�ed with the
outcome at that time. Since I had very limited time after the play, it was di�cult to �nd
more volunteers for Bakul to be with them for a longer period. But at least while I was
there many people volunteered however for a short time, e.g. for the theater workshop. I
think this organization needs both, people who volunteer frequently and some volunteers
who can o�er help for certain projects. That way the everyday business is taken care of
and in times of a bigger need of personal (e.g. for a big event), some people can give a
hand.
Till date I tell people about Orissa and encourage students to become volunteers.
Latest development is that some youth from Singapore might start volunteering at Bakul
in the end of the year. Also some students from our university showed interest in it
23
recently. Therefore I am hopeful to motivate more students to volunteer and take it as
a long term resolution.
To get back to the idea of approaching college and university students to become
volunteers, I think it can be an e�ective way to mobilize people. While I stayed in
Delhi, after my internship, I visited an organization working with street children. This
organization, called Khoj, is also based on volunteerism. Their approach is exactly what
we planned to do at Bakul. They go to universities and colleges to have short talks
about their organization. According to that they mobilize people to become volunteers.
Hence I think we could use a similar strategy at Bakul. Also it would be a new scheme
in Bhubaneswar and could set a small movement among youth (in other parts of Asia
it is common to volunteer for few hours a week, if you are a student, e.g. in Malaysia,
Korea).
24
6 General Conclusion
In general I can say that it was worth going to India for my internship. I experienced a
lot of di�erent things in various �elds of social work. Not only that I had the opportunity
to visit as many organizations, but also the way of getting introduced to their work was
most enriching.
For me it is interesting to become part of a foreign culture. To meet people and learn
how they solve social issues in their community is a very important part of studying
social work. I think that we can bene�t a lot if we study foreign cultures and use best
practice experiences in our own work in Germany. At the same time we can share our
own ideas with the organizations abroad.
Of course experiences are not always good. While I stayed in Orissa I witnessed
a lot of bad circumstances. Either they happen to be amongst people or within the
organizations. But then, these incidents kept me going and forced me to reconsider my
own work. Also it taught me not to take things for granted but to appreciate the good
things and work hard to eradicate the bad.
After all I like the place that much that I will go back to Bakul next year. We start an
educational theater project, which will be the topic of my thesis. It is very motivating
to work with people who are enthusiastic about what they do. My observation is that
a lot can be done, if people are inspired by their work. Very less will be done if people
only do their jobs.
After I came back from India, many fellow students inquired, if it is worth going.
They were wondering about all the things one might not have in India, like you might
have them here. But I always have and always would again, recommend to take the
step. There is not much to lose, but a lot to win.
25
Bibliography
[1] Census of India. O�ce of the Registrar General & Census Commissioner. India, 2001.
[2] Cordoro, Kelly M.: Scabies. University of California, San Francisco, 2008.
http://www.emedicine.com/DERM/topic382.htm , 14 October 2008.
[3] Jena, Pradyot Ranjan; Rath, Binayak: Growth Determinants of Orissa and their
Implications for Future Development of the State. 2006.
[4] Pati, Narayan C.: Intellectual Disability. Jewels International. Bhubaneswar, 2003.
[5] http://www.indiaplaces.com/india-states/orissa.html, 28. Jul 2008.
[6] Government of Orissa: http://www.orissa.gov.in/health_portal/healthpro�le/demography.html,
28 Jul 2008.
[7] UNICEF: http://122.160.10.83/unicef_website/Mapping%20Indias%20Children/,
28.Jul 2008.
26
Part I
Pictures, Articles and Information
27
A Pictures of Chetana Institute
28
Figure A.1: Main building of Chetana Institute
Figure A.2: Primary Class
29
Figure A.3: Writing lesson
Figure A.4: Writing lesson II
30
B Pictures of NYSASDRI
31
Figure B.1: A hospital in a village used for an eye camp. Dhenkanal District, Orissa
Figure B.2: Eye camp in a village. Dhenkanal District, Orissa
32
C Pictures of Bakul
33
Figure C.1: The jungle room
Figure C.2: Reading room for older children
34
Figure C.3: Art Wall
Figure C.4: The group of the Snow White Musical
35
Figure C.5: Photograph Workshop
Figure C.6: Photograph Workshop II
36
D Criticism, Articles etc.
D.1 Criticism on the musical production
D.1.1 Mail of 15 January 2008: Some criticism of Bakul
Dear friends
This mail continues what I had mentioned in my last mail about the
reservations some people had about our staging Snow White and the
Seven Dwarfs. But before I take up the serious criticism that has come
about Bakul, let me give you an update on the Musical that was staged
on 13th December.
We hardly advertised the event because we feared a more than capacity
audience from just among the parents, relatives and friends of the
participants. The Auditorium we booked had 210 seats and there were
300 odd people who had come. Many people were standing and many left
after some time because they could not see anything. We should have
the images of the event up soon.
Now about the criticism that has come our way. I am sorry this mail
has taken epical proportions but then criticism excites me. :)
1. Why was the Musical done in English and not in Oriya? Are we
promoting an Anglicization that is anyway already taking place? Now,
�rst and foremost, let me remind the group that we have been
committed to children's theatre from the beginning. Art and Theatre
were always two key dimensions through which we have tried to promote
the creativity in children as well as develop an interest in books
and readng through these activities. We had advertised a Summer
Theatre Workshop this summer for children in Oriya, but it happened
late after the schools were closed but most importantly our chief
resource person went missing for some reason just after we advertised
37
it, and we had to cancel the workshop.
In the Sishu Prativa Utsav that happened, one of our key activities
was "Kahanira Rangamancha" where the Theatre Directors Choudhury Jay
Prakash Das and Mihir Swain helped children dramatize the stories they
had read. This was in Oriya. And the coming Summer, we intend to have
a Summer Theatre Workshop for children in Oriya again. So, doing this
Musical in English does not mean that we want to do theatre only in
English.
2. Why did we do the Snow White story, which is racist?
We did Snow White and the Seven Dwarfs in English for three reasons.
A) We had the advantage of the presence of Nicole Suchanek,
who is trained in theatre pedagogic and she had the assistance of
Melanie and Melissa (who was trained in dance). They could work with
children of course only in English. And we did not want to lose the
opportunity of exploiting their presence at Bakul. Let me EMPHASIZE
here the speci�c advantage of having Nicole here for the workshop.
Nicole does not have a degree in Dramatics. Her training is in Social
Work. She specializes in theatre as part of social work. Hence, her
emphasis has been on how the children develop, the process of their
development rather than on the end result that the audience gets to
appreciate. The Musical was for the children and not for the audience.
And by that token, let me boast that the Musical was a GRAND SUCCESS.
Someone came into Bakul yesterday drunk, and said that he felt the
organizers were more excited about the event than the audience. he
thought it was some advertisement for Bakul we were doing. Even after
seeing that the library does not charge children anything, he held his
views. He has a right to his views but I have a right to my opinion
that his views were ridiculous because he still wants his kids to come
to the library though he says he does not believe in what we are
doing. but then coming back to his comment, of course, the Musical was
for the kids not for him. And we feel the kids had a ball, and so we
are very happy.
Nicole, Melanie and Melissa were very clear from the beginning that it
was the kids Musical not theirs and they involved the kids in every
aspect of the production. Many of the dances were choreographed by the
38
kids themselves, the props were designed by them etc etc. Our
volunteers merely acted as facilitators asking them questions like how
would you express frustration rather than showing them how to express
frustration.
B) The second reason for doing the Snow White Musical was
that we had got hold of a wonderful Musical adaptation of the Snow
White story by the famous children's writer Roald Dahl. It came with a
Musical track which I think was out of the world.
ABOUT RACISM, I would like to say that if our critic had followed the
adaptation carefully, in Roald Dahl's version the racism had been much
cut out from the original. No Prince gets the fairest lady here. Snow
White just helps the Jockeys (standing in for the Dwarfs here) make
lots of money. Let me also mention that we had tried to INdianize the
script and Purabi had worked on it. It was quite a task to match upto
Roald Dahl and to ensure the revised text had the same rhyme and
rhythm. Purabi had donea good job but we realized that the Musical
soundtrack which bound us needed us to follow the script. For
instnace, we could not change horseracing and betting on horses to
cricket and betting on matches. THe Music for horses did not go with
cricket.
C) the staging of Snow White, moreover, is part of a larger
project of staging performances by children on the classic fairytales
and folktales from around the world. We started with Snow White. We
will move to a dramatization of folktales from India and Africa this
year. In fact, we are also working on the idea of having all these
folktales from around the world performed in Odissi dance as well.
3. The 3rd criticism is that we have been besotted with the media.
Well, well, well. Here we go again. if you remember, we had kept a
moratorium on the media for a good 6 initial months. There was only
one story in The Telegraph because the News Bureau Chief asked his
Principal Correspondent to do it after he visited the library. this
Principal Correspondent had been an active member of Bakul all the
time. He, however, did the story not because he wanted to but because
he was asked to. After the �rst six months, however, when we did not
�nd the response of kids as encouraging as we would have wanted and
39
many people commented that they were not aware of teh library, we
decided to lift the moratorium. Even then, members would remember my
mentioning how the story on Bakul came out in The Times of India under
pressure from a freelancer who had visited Bakul though Sandeep
Mishra, Principal Correspondent in the TOI is a member of Bakul and
had wanted that we do not publicize our work.
We lifted teh Moratorium also when people said that they had been
looking for Bakul for many months and it was only after a story, that
they could get the location of the library.
If there have been quite a few reports on Bakul the last few months,
it is because there has been quite a bit happening all the time.
Within one week now for instance, we had 2 big events. And it must be
mentioned here that the only time, we sent a press invite or a release
was for the Art Wall. Never again, has there been a press release. the
story on the Musical by the Telegraph happened after the reporter got
a general invite to the event. the person who reported Ellen's visit
to Bakul in The HIndu remembers well that he had been asked not to
write the Bakul story in the paper even though he had come for the
Inauguration.
In fact, because we do not want to be seen as publicity hungry, we did
not go the way to ensure that the event is reported in the newspapers.
No e�ort from our side.
MY COMMENTS ON THE CRITICS
Although I �nd the comments of our drunk friend (I mentinoed)
ridiculous, his criticism is important because it gives us a window to
public perception. It does matter because we want to make this into a
movement. I also admire the fact that he made his comment upfront.
What I am upset about is that one of us, a member of the yahoogroup,
who I am glad to say, really appreciates the idea of Bakul and
believes in it, had to share her criticism of Bakul and the direction
it is taking with another member (who relayed it to me). I would
expect that all members of the group (by being members I expect them
to be interested in the good of the group) would make their
dissensions public through the yahoogroup. It is easy to criticize. It
is tougher to come forward and come together to ensure that no one
40
else can make the criticism we are making. but if we consider
ourselves a part of this group and believe in the idea, we should do
it.
I do not know if I did not right thing by being very defensive. I am
not sure we haev been doing the right things always but de�nitely we
are trying and we want your support to ensure we do things we can
defend.
I have broken my New Year resolution of writing shorter mails. Sorry for that :)
Sujit
D.1.2 Mail of 16 January 2008: Re: [Bakul] Some Criticism of
Bakul
Dear Sujit;
Being a member of this yahoo group as well as the
parent of a participating member of the play recently
staged by Bakul, let me put in my 2 cents for whatever
that they may be worth.
I think Bakul and you along with few of your close
associates are doing a fabulous service. It need to be
lauded continuouly and as Shambhu is doing at XIMB,
should be highlighted as a case study for others to
follow. Hats o� to all of you who were involved with
the production.
Yes, you should listen to the criticisms, but over the
years I have learnt to ignore most of them as long as
I am clear in what I am trying to do and doing my best
to communicate that clearly to all stakeholders. At
the end of the day, there is very little you can do
about the minority that will always be unhappy no
matter what you do.
Have you heard about the story where a father and a
son were walking with a horse. First the father was
sitting on the horse and the so was walking beside.
The villagers said look at that - what a heartless
41
father making his young son walk. Hearing this, the
father got o� and the son rode the horse. As they
came to the next village people started saying look
what a cruel thing for the young son to make his old
father walk. Hearing this both father and son started
riding the horse together and as they came to the next
village - some people started saying look at the cruel
fellows who have no pity for the poor animal. So, you
can't please all people all the time.
Keep up the good work. All I can say is that being
also involved with pratham in Orissa, my o�er to
Bakul to work closely with us remains open. In
particular, do consider joining our summer campaign to
boost reading across all government schools. I think
it will be a win-win.
Regards,
Dhanada
42
D.1.3 Article in: The Telegraph, Calcutta, India
Snow White in temple city
PRIYA ABRAHAMBhubaneswar, Jan. 11: A fair maiden, a poisoned apple and a princely kiss � the storyof Snow White and the Seven Dwarfs, by brothers Grimm, would soon come alive onOrissa's stage � thanks to volunteers from Canada and Germany, along with the city'sown Bakul Foundation.Nichole Suhanek, Melanie Eidecker and Mellissa Cornacchia, are the three social workstudents of Dortmund University, who have put their talents together for a (slightlytampered) version of the popular fairy tale as a grand �nale to a theatre workshop beingorganised by Bakul Foundation.This is the �rst-ever theatre workshop for children here.With the show a few days away, preparations are on at a furious pace at an innocuousaddress in the dusty lane of Satyanagar. Nichole, has donned the director's hat for themusical, and is being assisted by Melanie and Mellissa � also doubling up as lyricists,trainers, art directors, prop and costume designers and musicians for the production.�This show is about fun and laughter. The musical is going to be a real treat,� promisesNichole.Her actors are all ready and con�dent and the rest would be done by �amboyant andwacky costumes along with the music and dance, the director assures.The workshop, which began on December 6, 2007, with 20 Bhubaneswar schoolchildren,focussed on basics of emoting.�We started with general exercises and then went on to expressions and �nally a story.Then we taught them about props, how to make them and the costume selection, too,�said Melanie.�It's great to watch the kids in action. Nichole, Melanie and Mellisa also double up asenergetic and warm friends for them. Despite not knowing our language, it is amazinghow the three have managed to make this workshop a success,� said Sujit Mahapatra,secretary of the foundation.�It's not about the performance only, but also about development. There were some shykids, who outgrew all their shyness and that is the biggest achievement,� he added.�We'll sing and look great in the costumes. We are looking forward for our day,� saidAnish Mishra, a little student of Class III of Loyola School. Anish would be the narratorfor the musical. The signi�cant seven dwarfs are to be played by Loyola and St Xavier'sstudents.
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E Map of Orissa
Figure E.1: http://www.indiaplaces.com/india-maps/orissa.html, 14 October 2008.
F Collection of websites related to
in the report
� www.bakulfoundation.org
� http://www.indiatogether.org/2008/jan/edu-bakul.htm
� www.nysasdri.org/program.html
� http://www.pledgebank.com/Bakul-Library
� http://www.scribd.com/doc/4325259/Musical-Production-with-Children
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