SADBHAAV PROJECT
CREATING A CONGRUENT SPACE AMONG YOUTH AND STUDENTS FOR TRUST BUILDING AND SOCIAL COHESION IN NEPAL
Nepal is an inhabitant of 125 caste/ethnic groups, 123 languages, and 10 different religions. Given the context of ethnic, linguistic, and religious diversity of the country, a greater level of tolerance, cross-cultural understanding, and mutual cooperation and collaboration among these groups are preconditions to build trust, promote social harmony, stabilize democracy, and effective functioning of the newly introduced constitution and federal governance system in the country.
Geared up to strengthen the relationship among youth and students from diverse religious, cultural, ethnic, geographical, and political background through regular participation in interactive workshops and dialogue initiatives at the local level, Centre for Social Change introduced Project Sadbhaav. The project is funded by Institut für Auslandsbeziehungen (ifa)’s Zivik Funding Programme with funds of (Federal Foreign Office).
Project ‘Sadbhaav’ started with the main aim of creating social cohesion and trustful relationships among youth groups from diverse religious, cultural, ethnic, geographical and political backgrounds. To achieve this objective, the existing societal conflicts were first identified in the project areas through interactions, rigorous study and research. The major learnings from need assessment were the context of the community, existing societal conflicts that further need to be addressed by the project activities, the role of social media and artists in addressing the societal conflicts, achieving trust and social cohesion in the project areas and basic knowledge about the preparation of the educational materials (art based and A/Vs). Consequently, based on the evidences generated from these research, meaningful and artistic creations, interactive workshops and dialogue initiatives were developed and implemented valuing art as the core component.
Art-Based Educational Materials
Art was used as a tool to address the major conflicts existing in the
project areas and initiate conversations around them. All the art-based dialogue workshops demonstrated that art products provide a
platform to envision a common understanding of social issues.
Artworks
Audio/Visual Materials
The A/Vs created by the Multimedia Consultant covered the most
pressing issues hindering social cohesion and each delivered positive
message suggesting ways to promote trust building and strengthen
social cohesion.
Videos
Blogs
Reflections of the Art-Based Dialogue Workshop
Creation and display of art can generate deeper levels of dialogues on these subjects among youth and student groups.
Exploring the dynamics of Dialogue: Sadbhaav Project
“Sayau thunga phoolka hami eutai mala Nepali”
Reiterating the sentiments from the above mentioned verse of the national anthem of Nepal which glorifies the unique diversity of population dwelling in Nepal, Centre for Social Change introduced the Sadbhaav project.
An Artful Reflection of Art-based Dialogues
A plethora of literature as well as practices across globe imply that art is an invitation to have conversation.
Project Summary Video
With the completion of the 9 months long project ‘Sadbhaav’, we have compiled all the sucess stories, reflections, experience, evaluation and overall review of the project in this 10-minute short video.
TESTIMONIALS
“Change within oneself and the family is pivotal to initiate change in society.”
The art-based dialogue workshop provided a platform for in-depth understanding regarding the diverse culture, religions, and community differences that act as a hindrance to build a socially cohesive society. The workshop enhanced knowledge and attitudes to the specific societal issues and causes of conflict through the art and audio-video educational materials. Based on the learnings from the workshop, participants are aware of their roles to discuss and put forward the issue at the discussion table with the concerned authority or involved individuals both from their family and community. One participant from Rupandehi shared his experience of participating in the workshop and the impact of the workshop.
“I have always been highly motivated to work towards discouraging discriminatory practices in my community. I wanted to be one of the agents to bring positive change in people’s perception regarding traditional discriminatory practices. This very workshop provided me the knowledge and information on the types of discrimination which I was not aware about. For instance, the different traditional practices that discriminates were vividly pictured through art and audio-video educational materials. Along with the showcase of the art, the discussion with classmates provided me a platform to talk and extract information and know others’ perceptions regarding discrimination. Discrimination is a sensitive and deeply rooted issue, I realized that before the community or at a large scale, change within oneself and change within the family is crucial. First and foremost, convincing own family is the beginning of a change in the community. I believe if I succeed to convince them then the message will be communicated and transferred and replicated to the rest of the community. Changing family perception will contribute to transforming the orientation of society at large no matter how big and ingrained the social issues and conflicts are.”
Gender-based conflict was on one of the most common issue hindering social cohesion and trust building which was prevalent in all the project areas. One of the participants of the high school art based dialogue workshop expressed that the art product titled ‘The Lifecycle of Madhesi Woman’, that reflected on patriarchal practices had inspired her a lot. Let’s hear her story.
“I am from the Madhesi community. All the art products and audio-video materials shown during the workshop were meaningful and informative. Of all the art products, Vhawana Jha’s art “Life Cycle of Madhesi Women “is very relevant to me. I realized that the social issues depicted by this art very relevant to my community and its cultural practices. Along with acquiring information regarding Madhesi women’s issues, I tried my best to integrate obtained knowledge and understanding into my day-to-day life.
Moreover, I have gained the confidence to initiate a conversation about the deep-rooted practices of early marriage in Nepal, found especially in the Madhesi community. Recently, I attempted to stop the early marriage of my cousin’s sister. Her parents were forcing her to get married though she was underage. I got the information during the workshop that legally, both sexes must reach the age of 20 to get married in Nepal. We discussed the cons of early marriage that occur physically, emotionally, financially, and socially. Therefore, I suggested my mom and dad to convince my Uncle not to rush my cousin into early marriage and give her an opportunity to complete her education and build a career first. I tried my best to show every achievement that a girl can make without getting into an early marriage as discussed in the workshop. After that, my parents persuaded my uncle and aunt to halt and even drop (if possible) the idea of early marriage. Since my parents were older in the family, my uncle finally agreed to allow my cousin to complete her education. I was thrilled to know that my parents had listened to my voice and convinced my uncle. I am proud to be part of this change because younger members of the family especially girls are not allowed to interrogate or be vocal about a decision made by the elders. I understood that one needs to be vocal and put perception forward in order to take a step to tackle social issues could be tackled gradually.
“Learn to be vocal."
“Be aware to make others aware”
The need assessment conducted in the project area identified the religious conflict as one of the major issues that hindered social cohesion and trust building. Therefore, the issue was addressed in several art-based educational material to initiate conversations around them. Ram Kumar Mehta, one of the high school students in the workshop shared his experience that resembles religious tolerance instigated by the workshop.
“Every year the youth club I am associated with, organized Durga Puja on the auspicious occasion of Dashain, which is the greatest festival of the Hindu community. Earlier we used to collect donations from the Hindu community only. However, this time I insisted other members of the youth club to collect donations from the Muslim community as well. These donations are used to renovate and decorate the temple, for the Durga Puja. The donated money also covers the expenses of the volunteers incurred during the preparation for Durga Puja celebration. Hence, I along with other members reached out to a Muslim family for a donation where one of the Muslim members of the community happily provided a generous donation once we requested and convinced him that this will not only support financially in Durga Puja but also help in building and maintaining social relation and brotherhood in the community. Later, we celebrated Durga Puja and on the last day of Puja, we appreciated the contribution of the Muslim donor with a certificate of gratitude.
Therefore, this incident makes me say proudly that the art-based dialogue workshop motivated me to make an approach to collect donations outside the Hindu community. The discussion that we had during the workshop about religious tolerance touched me deeply and made me realize that the inclusion of the Muslim community to celebrate Hindu festival will enhance social cohesion.”
“I have always been highly motivated to work towards discouraging discriminatory practices in my community. I wanted to be one of the agents to bring positive change in people’s perception regarding traditional discriminatory practices. This very workshop provided me the knowledge and information on the types of discrimination which I was not aware about. For instance, the different traditional practices that discriminates were vividly pictured through art and audio-video educational materials. Along with the showcase of the art, the discussion with classmates provided me a platform to talk and extract information and know others’ perceptions regarding discrimination. Discrimination is a sensitive and deeply rooted issue, I realized that before the community or at a large scale, change within oneself and change within the family is crucial. First and foremost, convincing own family is the beginning of a change in the community. I believe if I succeed to convince them then the message will be communicated and transferred and replicated to the rest of the community. Changing family perception will contribute to transforming the orientation of society at large no matter how big and ingrained the social issues and conflicts are.”
I am grateful to CSC for providing me such an incredible opportunity to work with high school students with the motive to enlighten students regarding social conflicts and the important role of dialogue to initiate and maintain social cohesion and trust building. Being a social work student, this very opportunity has provided me a platform to embark my career in the field of social service and work for the betterment of the society.
Initially, I was worried and doubtful whether I can conduct a workshop and convey the intended message to the participants. However, after each workshop when participants expressed their understanding and gratitude, I started collecting confidence and effectively delivered the anticipated objective of the project to the participants as a responsible facilitator.
The topics covered in the workshop were majorly linked with the community we live in. Participants and I connected with the art products and discussion was made based on the premise of the conflicts addressed by the art work. This not only stimulated fruitful discussions regarding women empowerment, caste and gender discrimination, religious conflict, cohesive world but also, connected us with our community and we were able to sense strengthened cohesion and trust among us after the completion of the workshop.
Me being in the role of the facilitator was successful to sensitize high school students regarding the pivotal role of dialogue in the issue of conflicts, social cohesion, and trust building. The feedback that I received from the students reflecting their understanding made me to realize and act as a responsible community member in motivating others for a cohesive society. Facilitating these workshops has boasted up my confidence and polished my facilitation skills.
“I am from the Madhesi community. All the art products and audio-video materials shown during the workshop were meaningful and informative. Of all the art products, Vhawana Jha’s art “Life Cycle of Madhesi Women “is very relevant to me. I realized that the social issues depicted by this art very relevant to my community and its cultural practices. Along with acquiring information regarding Madhesi women’s issues, I tried my best to integrate obtained knowledge and understanding into my day-to-day life.
Moreover, I have gained the confidence to initiate a conversation about the deep-rooted practices of early marriage in Nepal, found especially in the Madhesi community. Recently, I attempted to stop the early marriage of my cousin’s sister. Her parents were forcing her to get married though she was underage. I got the information during the workshop that legally, both sexes must reach the age of 20 to get married in Nepal. We discussed the cons of early marriage that occur physically, emotionally, financially, and socially. Therefore, I suggested my mom and dad to convince my Uncle not to rush my cousin into early marriage and give her an opportunity to complete her education and build a career first. I tried my best to show every achievement that a girl can make without getting into an early marriage as discussed in the workshop. After that, my parents persuaded my uncle and aunt to halt and even drop (if possible) the idea of early marriage. Since my parents were older in the family, my uncle finally agreed to allow my cousin to complete her education. I was thrilled to know that my parents had listened to my voice and convinced my uncle. I am proud to be part of this change because younger members of the family especially girls are not allowed to interrogate or be vocal about a decision made by the elders. I understood that one needs to be vocal and put perception forward in order to take a step to tackle social issues could be tackled gradually.
“The art-based dialogue workshop was an initiation to sensitize the issues of social cohesion and trust building”