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When I was in highschool, my parents and I, both, almost assumed that I would proceed to some post-secondary educational programme. The dominant careers then had essentially three routes: a) prepare for civil service; b) become an engineer; c) or a doctor.Professional institutions for the latter two, and a university degree for the former were the primary educational routes available and sought.
There was no distance education; polytechnics were considered good for those who couldnât make it in engineering colleges; if you couldnât qualify for civil service, then you would become a âmasterâ (teacher). If there was no route to post-secondary education left, then you could open a shop or join in the family business.
This blog explores mobility challenges faced by women in Vypin, Kochi, highlighting how infrastructure alone does not ensure equitable access. It underscores the need to integrate participatory approaches with implementation for inclusive and meaningful development outcomes.
Insights from participatory research across Kochi, Bengaluru, and Ahmedabad reveal that disability-inclusive mobility demands far more than infrastructure compliance. It requires recognising the diversity of disabilities, the intersecting barriers of gender and class, and the wisdom that communities hold in identifying practical solutions.
This blog, written by our intern Kush Rastogi, a B.A. English (Hons) student at Amity University, Noida, reflects on Dr. Rajesh Tandon’s podcast 'Reimagining Civil Society'. It captures powerful stories of literacy movements in India, highlighting civil society’s role in empowerment, innovation, and inclusive education.
