The Chalk Talk Collective

In this episode of Chalk Talk Collective, Lakshmi Karunakaran speaks with Shivani Taneja, founder of Muskaan in Bhopal, about what it means to take these realities seriously in education.Shivani has worked with children and marginalised communities in urban Bhopal since 1997. Muskaan works alongside Denotified and Nomadic Tribal communities, Adivasi and Dalit communities, and others experiencing social and economic marginalisation. Its educational work includes Jeevan Shiksha Pahal, a school for children who have been pushed out of or struggled within conventional schooling.The conversation explores trauma and healing, caste and marginalisation, children's agency, teacher–child relationships, identity, dignity, language and the possibilities of creating more meaningful educational spaces that foreground love and care.

In this episode of The Chalk Talk Collective Podcast, host Lakshmi Karunakaran is joined by educator Jane Sahi to explore children, creativity, agency and alternative approaches to education.Drawing on Jane’s decades of experience in education, the conversation examines what happens when children are expected to learn at the same pace, in the same way, and how teachers might respond differently to children who resist, withdraw or struggle to participate. They explore the role of the arts in creating spaces for experimentation, autonomy and self-expression, and consider what teachers might discover when they observe children rather than immediately judging their behaviour.The Chalk Talk Collective Podcast is brought to you by Teacher Plus Magazine.What You’ll LearnWhy some classroom structures can become disruptive for childrenHow children may communicate through resistance, withdrawal or unconventional behaviourWhy observation can be more useful than immediately labelling children's behaviourHow children's agency and choice can influence their engagement with learningHow the arts can create spaces for experimentation, reflection and discoveryWhy creativity should not be restricted to the arts classroomHow open-ended activities can challenge ideas of ownership, perfection and the “right” answerWhy some children need time and trust before they are ready to participateHow teachers can create learning environments that accommodate differenceKey TakeawaysA child who appears disruptive may be responding to the structures and expectations of the learning environment.Children's behaviour can be understood as a form of communication rather than simply something that needs to be controlled.Observation, patience and trust can help teachers understand children more deeply.Giving children autonomy can create opportunities for unexpected forms of learning and engagement.The arts can provide children with spaces to experiment without the pressure of producing a predetermined “right” answer.Creativity is not limited to artistic activity; curiosity and discovery can also shape learning in subjects such as mathematics, science and language.Open-ended creative processes can help children and adults become more comfortable with uncertainty.Participation does not always look like immediate participation—sometimes children need time to watch, explore and find their own entry point.Teachers can learn a great deal by paying attention to what children choose to do when they are given some freedom.Creating space for difference may require teachers to rethink their own expectations of what learning should look like.Resources MentionedFig Tree Learning Centre, North Bengaluru — an after-school learning centre facilitating alternative approaches to education. Around 25 students attend two sessions each week.Sita School — the alternative school founded by Jane Sahi, centred on holistic and child-centred education.About the GuestJane Sahi has worked in education in India for several decades. She founded Sita School, an alternative school focused on holistic and child-centred education, and has been involved in alternative education, language teaching and teacher development.Jane was also part of the team that established Fig Tree Learning Centre in north of Bengaluru. Her work has consistently explored how children learn, participate and develop agency within educational environments.Who This Episode Is ForTeachers and educatorsSchool leaders and administratorsArts educatorsEarly childhood and primary educatorsTeacher educatorsAlternative and experiential education practitionersParents and caregivers interested in children's learningOrganisations working in education and children's developmentAnyone interested in creating more responsive and child-centred learning environmentsCheck out the transcript here.

How do children learn what it means to be a "boy" or a "girl"? What role do schools play in reinforcing or challenging these ideas? In this episode of The Chalk Talk Collective, we explore why gender-sensitive education is fundamental to creating equitable classrooms.Joining us are Tultul Biswas, Director of Eklavya Foundation, along with Isha Badkas and Sonam Kumari, who are leading the design of Eklavya's pioneering Gender in the Classroom course for teachers and educators.Together, they unpack how gender is socially constructed, why conversations around gender should begin early, how stereotypes influence children's aspirations and identities, and what educators can do to create classrooms where every learner feels seen, respected and free to thrive.The episode also examines:Why gender is learned rather than simply inheritedWhy young children are already making sense of genderHow toys, textbooks, families and media shape gender expectationsGender performativity in schools and classroomsCreating gender-sensitive learning environmentsThe role of teachers in questioning stereotypesWhat Eklavya's new Gender in the Classroom course hopes to achieveAbout Eklavya FoundationFounded in 1982, Eklavya Foundation is an educational organization based in Bhopal that works to make education more equitable, meaningful and joyful. Its work spans teacher education, science and mathematics education, children's publishing, language, social sciences and curriculum development.Listen, Learn and ShareIf this episode resonated with you, share it with fellow educators and school leaders.The Chalk Talk Collective is brought to you by Teacher Plus Magazine. Download the Teacher Plus app and subscribe for insightful articles, podcasts and resources on teaching and learning.

What do we really mean when we talk about value education? Is it a subject taught through textbooks and moral science periods, or is it something that lives in the everyday culture of classrooms, institutions, and communities?In this episode of The Chalk Talk Collective Podcast, host Lakshmi Karunakaran is joined by Asim Siddiqui, faculty member at Azim Premji University, for a thoughtful conversation on value education in contemporary learning spaces.Recorded at Visthar — a civil society organization committed to social justice and peace — this episode carries not just rich ideas, but also the gentle soundscape of birds and quiet conversation from one of North Bangalore’s calmest corners.Together, Lakshmi and Asim explore the history and structures of value education, the role of constitutional values in shaping democratic learning spaces, and the challenges and possibilities of engaging children and youth in conversations around empathy, justice, critical thinking, and compassion.The Chalk Talk Collective Podcast is brought to you by Teacher Plus magazine — a unique magazine for contemporary teachers in India. Visit www.teacherplus.org to access articles and other useful resources for educators and teachers.The episode also examines:How value education has evolved within Indian education systemsThe difference between teaching values and creating value-based learning environmentsPractical approaches educators can use with children and young peopleHow constitutional values can become lived experiences rather than abstract ideasWhether you are a teacher, educator, parent, school leader, or someone thinking deeply about education and society, this conversation offers both reflection and practical insight into nurturing more humane and thoughtful learning spaces.About the SpeakersLakshmi Karunakaran (Host)An art educator and development professional with over 20 years of experience, Lakshmi works as an independent consultant across education, children’s literature, and library initiatives. Previously, she headed the Parag Initiative of Tata Trusts. She currently is the Lead for the Harsha Parekh Library Awards instituted by the HT Parekh Foundation and collaborates with Eklavya’s publication programme.Asim Siddiqui (Guest)Asim specializes in Philosophy and Development Studies. His work focuses on humanizing access to education and health to strengthen democracy and build a compassionate society. He also collaborates with youth-focused organizations across India, facilitating workshops on critical thinking, emotional capacity-building, and social justice.Who This Episode Is ForTeachers and educatorsSchool leaders and administratorsLibrarians and literacy practitionersOrganizations working in education and reading initiatives

What if the secret to building lifelong readers isn’t a grand school library—but a small, thoughtfully curated shelf within the classroom?In this inaugural episode of The Chalk Talk Collective Podcast, host Lakshmi Karunakaran is joined by Thejaswi Shivanand, library educator at Champaca Children’s Library. Together, they explore what makes classroom libraries powerful, practical, and transformative—especially in resource-constrained school settings.From defining what a classroom library truly is to examining how it differs from traditional school libraries, this conversation offers grounded, experience-driven insights for educators, school leaders, and anyone invested in nurturing a culture of reading.The Chalk Talk Collective Podcast is brought to you by Teacher Plus magazine.What You’ll LearnWhat defines a classroom library—and why it’s more than just a collection of booksKey differences between classroom libraries and traditional school librariesHow purpose shapes usage, access, and impactPractical factors to consider when curating a classroom libraryHow teachers can build and sustain libraries with limited resourcesWays schools can meaningfully support teachers in this journeyKey TakeawaysA classroom library is defined by access, ownership, and daily engagement, not sizeProximity matters—children read more when books are within arm’s reachEffective curation reflects diversity, reading levels, and student choiceEven small, low-cost libraries can be powerful when they are actively usedTeacher ownership, supported by the school, is key to sustaining classroom libraries and building a reading cultureResources MentionedThe Nature Society Series by EklavyaDivaswapna by Gijubhai BadhekaAbout the Speakers:Lakshmi Karunakaran (Host)An art educator and development professional with over 20 years of experience, Lakshmi works as an independent consultant across education, children’s literature, and library initiatives. She is the Lead for the Harsha Parekh Library Awards instituted by the HT Parekh Foundation and collaborates with Eklavya’s publication programme.Thejaswi Shivanand (Guest)A library educator at Champaca Children’s Library, Thejaswi works with schools and library-focused organizations across India, supporting the development of vibrant reading communities and professional learning spaces.Who This Episode Is ForTeachers and educatorsSchool leaders and administratorsLibrarians and literacy practitionersOrganizations working in education and reading initiatives