By Haris Ahmed
The man was shivering; a young lad shoved him down on his knees. Another man loaded his rifle. Before the crowd could react, the man lay lifeless in a pool of blood. The crowd began cheering and roaring in frenzy.
By Mosarrap H. Khan
Then Mohanji and Indresh, both said: Yeh bahut achcha hain. Zaroori hain. Sangh se nahi jodna. Sangh nahin karenge. [unclear] Hindutva ke liye bhi aisa koi hain. Sangh ka yeh vichar nahi hain. (This is great. It’s very important that it be done. But don’t link it to the Sangh. The Sangh will not do this. [unclear]. Now Hindutva has someone like this on its side. But this is not the ideology of the Sangh.)
By Karishma Desai
Adharshila has thoughtfully embedded local Adivasi political ecological knowledge in curricula and overall school practices. For example, in one curricular inquiry project, students collect folk tales from their own villages and analyze relations between self, community, nature, and world. In another unit, students collect oral histories from village elders to understand why the arid mountain behind their school community was called Reech (bear), considering it did not represent an environment that bears would live in.