International development. This is a term we hear tossed around vaguely in the news, on television, in social gatherings or academic circles. It was not until I spent seven weeks of my summer living and working in it that I realized I am only beginning to understand this complex social phenomenon. It is an effort that we, as young privileged people, should make in helping educate marginalized societies to overcome their own poverty situations.

The non-governmental organization, Peace Child India (PCI) is one such organization that seeks to empower youth to “Be the Change” in their world, and to economically, socially and psychologically improve their society. PCI is a partnership between Peace Child International, based in the U.K., and Arivu, a grassroots organization based in Bangalore, India. The NGO is involved in various projects including teaching English in government schools, providing basic health education children in slums and villages, helping build school infrastructure through the establishment of reading rooms and restroom facilities, giving legal advice to slum residents and engaging in overseas fair-trade by employing people living in poverty through a cooptive. PCI is unique in that it is predominantly dependent on foreign interns that serve as volunteers alongside a few permanent staff members.
 
I began my work at Peace Child India in middle of July 2007. When I first arrived on the premises, I stood listening to the shrill voices of the migrant laborers’ children living across the street, unsure of what to expect. The tent-houses, chairs made of rock, fire burning, and raggedly dressed children were quite different from the living situation I experienced in previous India visits. Inside PCI’s building, which included both the office and residence for interns, I was greeted by a completely different sight: foreign volunteers of various European nationalities. They were engaged in the weekly Monday meeting, discussing ways to possibly improve teaching styles and effectively communicate with the children in target populations. I sat quietly, trying to figure out where I would fit in; how I would integrate myself into the seemingly dispersed work. At the end of the meeting, my boss looked at me and said, “So, can you be in charge of getting Phase 2 of our Healthy Body Healthy Mind project started?” It was in that moment that I realized that the only way to make a difference in development was to assume responsibility, work to my own strengths as an NRI, and take immediate action.

My main goals for PCI were to design, reconstruct, and implement a health education program in government schools in the urban slums and villages surrounding Bangalore. I worked with a staff member to translate originally developed skits into Kannada. We highlighted slogans such as “boil water before drinking,” and “eat a balanced diet.” In my seven weeks I was able to bring the workshop to six schools. Eventually, I began to see the positive effects of health education on students as I questioned teachers on their observations of any noted healthy behavioral changes amongst the kids. Using ethnographic field notes and analysis, I produced a policy brief for PCI to submit to the Government of India regarding the integration of a formal health education program into government school curriculum.

In addition to health education, I taught English in a school in Kengeri and to the migrant workers’ children, worked in legal clinics for an unregistered urban slum, and assisted in managing shorter-term volunteer groups with their service projects. My exposure to the various projects and people was a result of my unique position of being one of the few Indian interns, knowing the local language and understanding the cultural context in which development was being promoted. I became a translator for interns, staff, teachers we working with and students. This provided me with the opportunity to really see and interact with people living in slums and rural India. I was able to answer directly to students and learn a lot about teaching, education systems, development, the role of the government in promoting poverty alleviation and education from speaking with teachers, headmasters and NGO workers.

My experience living and working in India on my own forced me to recognize my strengths, set a goal through which my potential could be reached, and see a country that I was always familiar with in a new light. The developing world is interesting, exciting, and saddening all at once. Even within the cosmopolitan city of Bangalore, the epitome of modernizing India, one can see the devastating gap between rich and poor growing everyday due to inflation of the economy and neglect of the government and the higher classes. Foreign development agencies and local grassroots organizations create a potential for development and poverty alleviation. This is where we, as NRIs, can most effectively serve as intermediaries, promoters and implementers of economic, social and educational programs. The challenge is before us; we only have to believe and work towards making a difference.

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