Just an hour after arriving in Ahmedabad I found myself on the back of a scooter weaving through streams of static traffic, splendidly dressed pedestrians, and the occasional herd of cows. Excited as I was to be in the capital of Gujarat, taking in all the sights the city had to offer and trying to fine tune my ears to the continuous car hooting, I was simultaneously questioning myself as to what on earth I was doing here.

 

Despite having been to India before and having some knowledge of the customs, traditions, and language due to my own Indian heritage, the way of life still came to me as a shock. However, it wasn’t so much the contrast between western and eastern customs that had put me on edge, rather it was the impression that I had got from locals that unsettled me. The impression that society had accepted the problems that surrounded them.

 

There were several incidences where I would travel at ease through the bustling city in an air-conditioned Uber, whilst simultaneously watching families, children barely clothed, eating lunch from a single plate beneath the city’s flyover. Each time I would become consumed with thoughts of the unjustness of this and frustrated by the people who treated these families as if they were invisible. Yet I reminded myself that this was a feature of everyday life in India and in fact a global feature. In the west these problems often become invisible as they are hidden beneath the government's priorities for the wealthy, whereas in India they are solely more evident. These sights ignited an endless stream of questions within me with regards to the solutions that were being innovated for these problems. Luckily some of these were answered as I began my project!

 

To begin my research, I had set out to the city of Surat in southern Gujarat to explore the methods and history behind the current Indian education system and the mentality that was held towards it. It’s fair to say that my project didn’t go exactly to plan. The methodology applied to this project was an iterative process which developed during my first week in Surat. Speaking to Rotary members who had previously worked within the same partner schools, I came to learn that some activities which I had initially planned would not be possible to implement. This was due to language barriers, the timetables of the schools, and the availability of Rotary volunteers. Despite not being able to use all the materials I had created, this provided me with the opportunity to apply all the knowledge I had gained about the schools and their respective students within my first week, to reassess and adapt my survey questions.

 

As my research methods were continuously changing within the first week, my research question also had to frantically adapt too. Although this was concerning at the start of the project, the more data I got from students, and the more conversations I had with locals, the more my research question moulded itself to fit the stretch of data and insight I had gained. A piece of advice I would give to those carrying out similar types of research is to be flexible with your methodology and ideas. Despite how much individual research you may do beforehand, you’ll gain so much more scope once you’re immersed in your topic and in the same type of environment. This additional knowledge will surely influence your original thoughts.

 

Going into a different school to complete a new batch of surveys was something that I thoroughly enjoyed as no two schools were the same. With each school the students imparted a different energy, the school owned a different history, and teachers fostered different relationships with their students. Whilst it was great to see the pride and enthusiasm that some students and teachers had for their institution and learning, it was also upsetting to see others who lacked the confidence to even express themselves in the slightest.

 

One particular story told by a stern yet humble principal stuck out for me as it put into perspective the extent to which the caste system in India has defined groups of people, in both the past and present. As we sat over a rather generous cup of chai, she told me that a big problem that the school was facing was the lack of student learning outside the classroom. She explained that a large proportion of students at the school come from migrant families in Surat. This migrant population is associated with the Marwari caste which is originally from Rajasthan. Historically this group came to Surat to carry out labour jobs and so in many cases the parents of these students are illiterate and uneducated. Students coming from these backgrounds therefore receive little encouragement from their parents to pursue and succeed in their education as they unaware of its importance.

 

Alongside the educational background of the Marwari parents, another ‘characteristic' that was looked down upon was the parent's attitude towards their children's education. She provided a sample case of a family who without fail took a yearly vacation yet failed to pay school fees. Due to the Right to Education Act in India which states that all children between the ages of 6-14 are entitled to a free and compulsory education, the school had to keep the students which resulted in teachers compensating for the student's fees. Whilst this came as a shock to me, the Rotarians sitting besides me were nodding understandingly so I gathered this must be a common occurrence within schools.

 

If you're reading this and are keen to carry out some fieldwork in a particular area of interest, I would highly recommend collaborating with a Rotary Club within that country! During my project I had the privilege to stay with three different host families all associated with the Rotary Club. Each welcomed me as a part of their family and I was always overwhelmed by their hospitality. They took the time to introduce me to the different Hindu festivals, the Rotary Club's activities, and to as much street food as possible! They have a great network too which are always willing to help out if it's for a good cause.

 

Also, if you were wondering if my feeling of bewilderment and confusion ever vanished, then I’m pleased to say yes, and in fact quite quickly. As soon as I started my project I became immersed in my topic of education and how the rich history, traditions, and culture of India had shaped it pre and post-independence. The more I learnt the more I wanted to know. Towards the end of my project, all the knowledge I had acquired enabled me to appreciate the things which I may have previously judged and had been overwhelmed by at the start.