Breaking Barriers, Building Futures through Alternative Educational Spaces: A Case
Study of Aagaaz
“More and more children keep joining us because they admire both the freedom and the supportive environment we provide for them.” These are the words of Jasmine, a dedicated facilitator at Aagaaz, a community-based educational and theatre initiative nestled in the vibrant neighbourhood of Nizamuddin Basti in Delhi. For the children who flock to this haven each day, Aagaaz is more than just a place to learn — it’s a sanctuary where their voices are not only heard but celebrated, where their potential is nurtured in ways that conventional schools often fail to achieve.
In contrast to the surrounding upscale localities, Nizamuddin Basti is characterised by significant underdevelopment. As a predominantly Muslim and working-class area, it faces substantial socio-economic challenges due to administrative neglect (Jamil, 2014, p. 57). The issues of overcrowding, inadequate infrastructure, and limited access to quality education are prevalent, making it a challenging environment for children to thrive. Aagaaz, however, transcends such barriers and gives a space to children for personal growth and imagining futures far beyond the limitations imposed by their circumstances.
The Need for Alternative Educational Spaces
In a country where the promise of education frequently falls short in empowering children, Aagaaz emerges as a critical alternative. As Jasmine and Saddam, two of the facilitators, shared with me, government schools often provide little more than a daily cycle of frustration and disengagement for many children in the Basti. The inadequacies of these institutions — ranging from deteriorating education to unmotivated teachers — are compounded by a curriculum that rarely connects with the lived realities of its students.
Their rigid structures and standardised teaching methods can also stifle creativity and critical thinking, leading to a loss of self-confidence. This phenomenon aligns well with Pierre Bourdieu’s concept of “cultural capital,” where the education system often privileges certain forms of knowledge and behaviours, marginalising those who do not fit into the dominant mould (Nash, 1990). Traditional schools may not recognize or value all students’ diverse backgrounds and abilities. As a result, children may feel alienated or discouraged, unable to see themselves reflected in the education they receive.
At Aagaaz, however, the emphasis is on nurturing the individual potential of each child. By providing a space where learning is tailored to the needs and interests of the students, the organisation encourages children to explore, question, and grow in their own unique ways.
Reimagining Education
Similar to the radical educational philosophies of Paulo Freire, Aagaaz rejects the traditional “Banking Concept” of education, where students are seen as passive recipients of knowledge (Freire, 1970). Aagaaz embraces a model of learning that is dynamic, participatory, and deeply rooted in the community it serves. It is an approach that does not just aim to fill gaps left by the formal education system but seeks to redefine what education can be.
At the core of Aagaaz’s philosophy is the belief that children are not mere vessels to be filled with knowledge but active participants in their own learning journeys. This resonates with Freire’s concept of “Problem-Posing Education,” where dialogue between educators and learners replaces the traditional top-down approach (Freire, 1970, p. 79). This method, he argues,
transforms the teacher-student relationship into a collaborative dialogue, fostering critical thinking and enabling students to reshape their world.
Jasmine captures this ethos perfectly: “At Aagaaz, we constantly challenge power dynamics. We don’t see children as just coming here to be taught; instead, we learn together.”
Her methodology aligns closely with the ideas put forth by Sanyukta Saha and Devika Bedi, who have long been associated with Aagaaz. They argue that education at the organisation fosters critical thinking, democratic engagement, and personal development. Facilitators use these principles to create a more egalitarian learning environment, where children are co-creators of knowledge rather than passive recipients (Saha & Bedi, 2020).
Aagaaz’s use of drama, storytelling, and creative activities in its pedagogical model is a testament to this philosophy. These methods are not just tools for education but catalysts for personal growth and social change. By encouraging children to express themselves freely and explore their creativity, Aagaaz helps them develop the confidence and agency needed to navigate the complexities of their lives and environment.
Jasmine elaborates, “No one wants to listen to the children’s opinions. But we here give them that space to express themselves. Children eventually don’t want to leave because of the environment in this place — where they are allowed to learn and play freely without restrictions.”
“The rules of the space are made with them, not imposed upon them,” she adds emphatically.
This approach, where children have a say in their activities and the structure of their learning, is a radical departure from the rigid, authoritarian methods often found in traditional schools.
The Impact: Stories of Transformation
The impact of Aagaaz’s innovative approach is perhaps best illustrated through the stories of two young learners, Ilma and Ahmed, both between the ages of 4 to 6. When Ilma first arrived, she was shy and hesitant, rarely venturing beyond her close friend circle. Her younger brother, Ahmed, was even more withdrawn, clinging to his sister and avoiding participation in group activities. However, under the guidance of Aagaaz’s facilitators, both children began to blossom.
Through mixed-age group play and creative exercises, Ilma gradually stepped out of her comfort zone and began to embrace diverse interactions. She actively engaged in colour identification, shape drawing, and storytelling — some of the activities at Aagaaz that help children develop cognitive and fine motor skills. Her involvement in drawing and exploring weight concepts helped deepen her understanding of shapes and balance.
Over time, Ilma developed newfound confidence, emerging as a leader among her peers. She showed enthusiasm for resolving conflicts and participating in collaborative projects, demonstrating her growth in communication and problem-solving skills.
As Jasmine and Saddam note, before the start of any activity, Ilma now says, “Baji, Mujhe Sab
Left: Ahmed’s rabbit headgear | Right: Ahmed playing with hand puppets (photo credits: Jasmine & Saddam)
Ahmed, too, under the guidance of Aagaaz’s facilitators, gradually found his voice. He started forming new friendships, engaging in creative activities and self-imagination. He now shows a growing sense of independence and self-confidence.
Saddam, reflects on this transformation, saying, “Both of them arrive before the scheduled time. They voluntarily come to Aagaaz after their school is over.” This eagerness to be a part of Aagaaz, and to continue learning and engaging in its activities, speaks volumes about the positive environment that has been cultivated.
In fact, during an interview of mine with Jasmine on one of the off days, Ilma and Ahmed, the two siblings, couldn’t resist peeking into Jasmine’s room. Jasmine, with a chuckle, had to shoo them away, reminding them it was a holiday. This playful interruption reflects just how much the children enjoy being at Aagaaz, even on days when they’re supposed to be taking a break!
Why Aagaaz Matters
The stories of Ilma and Ahmed are not isolated cases but indicative of a broader impact that Aagaaz has on its young participants. The freedom to express themselves, the supportive environment, and the emphasis on personal growth over academic pressure have made Aagaaz a place where children can thrive in ways that traditional education does not allow.
“Children often tell us that they are afraid to go to school,” says Jasmine, “because the teacher shouts at them. If they don’t understand something, they are scolded and sometimes even hit.” The lack of adequate extracurricular activities also tends to exacerbate the stifling atmosphere of these schools.
In such a landscape where educational spaces are often characterized by rigidity and a lack of engagement, Aagaaz stands out as a beacon of hope. Its practices align with Urvashi Sahni’s findings on how alternative educational methodologies can empower students from marginalized communities. Sahni’s work (2017) at Prerna Girls’ School in Lucknow demonstrates how drama and critical dialogue can empower students.
The feedback from parents further underscores the importance of Aagaaz’s approach. While they may initially question the non-traditional methods, many come to recognize the positive changes in their children. These include improved school performance, increased creativity, and a greater willingness to speak up and participate in group activities.
But perhaps the most compelling evidence of Aagaaz’s impact comes from the children themselves. Children at Aagaaz have consistently expressed a preference for the organization’s environment over their traditional school settings. They don’t just attend Aagaaz; they become a part of it, contributing to its culture and its community. They are not merely students; they are co-creators of their own educational experience.
Conclusion: A New Vision for Education
Hence, Aagaaz is more than just an educational initiative; it is a vision of what education can be — an inclusive, empowering, and transformative force that goes beyond textbooks and classrooms. It challenges the traditional power dynamics of education, creating a space where children are respected, heard, and encouraged to take ownership of their learning.
In a world where traditional education systems often fail to meet the needs of marginalized communities, organizations like Aagaaz are not just necessary — they are essential. They offer a glimpse into a future where education is not just about rote learning but about building the confidence, skills, and agency needed to navigate and transform the world.
Aagaaz is not just breaking barriers; it is building futures, one child at a time.
This essay primarily focuses on Aagaaz’s educational efforts aimed at early learners, which represent just one aspect of the organization’s diverse range of works. Insights into Aagaaz’s activities and the children’s experiences have been drawn from extensive interviews with facilitators Jasmine Sheikh and Mohd. Saddam.
References
Freire, P. (2014). Pedagogy of the Oppressed: 30th Anniversary Edition (M. B. Ramos, Trans.). Bloomsbury Publishing.
Jamil, G. (2014). The Capitalist Logic of Spatial Segregation: A Study of Muslims in Delhi. Economic and Political Weekly, 49(3), 52–58. http://www.jstor.org/stable/24478985
Nash, R. (1990). Bourdieu on Education and Social and Cultural Reproduction. British Journal of Sociology of Education, 11(4), 431–447. http://www.jstor.org/stable/1392877
Saha, S., & Bedi, D. (2021, April). Exploring Democracy Through Drama. Azim Premji University Learning Curve, 98–100.
Sahni, U. (2020). Methodology as ‘Resistance Aesthetics’: Young Girls in Lucknow, India Talk Back to Patriarchy. In K. Gallagher, D. J. Rodricks & K. Jacobson (Eds.), Global Youth Citizenry and Radical Hope Enacting Community-Engaged Research through Performative Methodologies (pp. 67–88). Springer.