As a primary school student, I loved the arts and was good at acting and singing, and did a lot of that. But acting was also an "out," a means to escape my own self, to become someone else, suffering as I had been from a number of personal issues.
Had I been born a different caste or in a different country, I would have probably become a performing artist as an adult.
A grade 9 textbook definition of love marriage and how it is different from arranged marriage...
Another example of how and what a teacher uses as a teaching tool or resource is really limited only by the teacher's imagination! This is about a lesson I helped a science teacher conduct using what they had.
When teachers in Nepal demonstrate a severe lack of understanding of the problems plaguing our education system and their role in the system, and, worse, threatens to take action by punishing the very group (students) they are supposed to be serving...you know the quality of our education system is abysmally poor!
One of the ways many private schools in Nepal try to mask the poor quality of education they provide: say that the education their school provide is better than other private schools. So, they require transfer students to take an admissions test and -- lo and behold! -- the child is found lacking in some academic areas and suggested to repeat the year (grade)!
When a hill so-called high caste Hindu counters a member of another caste describing the challenges in their lives because of the caste they are born into by saying that they too struggle and have had to work hard to get as far as they have gotten in life, they are basically making a false-equivalence argument. What is a false-equivalence argument anyway? I go into the details by using an analogy -- that of climbing Mount Everest.