Date
08-Sep-2020 to 08-Sep-2020 		Location
Time: 03:30 PM - 05:00 PM		 Format
Online
Each year, International Literacy Day is celebrated on September 8. While many speeches and policy visions are delivered on this day, experiences of local communities, adolescents, youth, women and men are rarely shared.

Learning to read and write is both stressful and empowering for first generation of learners. During the pandemic, functional use of literacy skills were inadequate without digital literacy. Elderly professors and senior officials found themselves ‘illiterate’ in face of the lockdown due to coronavirus. Youth in the family, community and organisations became instructors of ‘digital’ literacy for them.

Myriads of local stories of literacy and learning during the past six months have been enacted, though not necessarily shared. How learning literacy in local contexts has empowered hitherto ‘invisible’ women and men?

Some such stories were shared at PRIA's celebrations for International Literacy Day on September 8, 2020 at 3.30 PM.

The celebrations began with Dr Tandon’s reflection on his experience of working in rural settings. He shared how his understanding of literacy evolved from formal education to a much broader understanding of one where knowledge can be acquired in various ways including lived experiences. Sharing these experiences of one’s life can play a critical role in disseminating knowledge.  He shared how one often solely associates the celebration of Literacy Day with children. This reflects on the need to broaden the understanding of literacy into one which encapsulates learning which takes place in everyday life, one which is applicable to one and all. 

With the help of various partner organisations, the session witnessed the participation of individuals from different parts of the country, eager to share what literacy meant to them and how they have witnessed change within themselves.   

Sarita, a young domestic help, shared how being literate, for her, included being aware of her rights and entitlement. She shared the hardships she had to face during her initial working days, both while commuting to and inside her workplace. After being associated with Martha Farrell Foundation, she understood what her rights are and how to deal with situations. This enabled her to become confident to face any challenging situation in the future.  

Biswapriya, an adolescent associated with PRIA’s Kadam Badhate Chalo programme, shared how for him, learning was not restricted to only schoolwork, rather, it was something which enabled one to become a better person, to question the norms of the society and to ask why there is a differential treatment witnessed between boys and girls. 

Kiran, from Azad Foundation, shared her experience of working as a driver, while pursuing her Bachelor's degree along with her daughter. Having only completed education till the 7th grade previously, Kiran become a zealous adult learner and began encouraging those around her to continue their education as well.  

Adarsh, a youth-n-democracy fellow at PRIA, shared his story of how he tried to build curiosity and interest in children of his neighborhood, who due to financial constraints and lack of access to education, had to drop out of school. He shared how for him, taking this as a project seemed natural as he believed even if it is one small step, each one had a responsibility towards their community.  

Through each one of these stories, a different aspect and meaning of literacy.