At the Adarsha Tribal Higher Secondary School in Assam, geography teacher Rajesh Barua’s work extends well beyond conventional classroom activities. His initiatives have encouraged students to teach their mothers about digital payment systems, initiate awareness campaigns against child marriage, and learn local traditional weaving from the Mising community. Such engagement forms an integral part of Barua’s educational philosophy, which has gained recognition this year, placing him among the 48 educators chosen for the National Teachers Award.

Barua’s journey into teaching was influenced by a language barrier within his classroom, where nearly ninety-nine per cent of his students belong to the Mising community. These students predominantly communicate in Mising at home but are expected to use Assamese at school. Early in his teaching career, Barua discovered that misunderstandings often arose due to this linguistic divide. As a solution, he began learning Mising phrases to enhance communication, creating a more inclusive environment.

This approach not only strengthened the teacher-student relationship, but also underscored the importance of understanding the community’s culture and language in facilitating effective learning.

Barua’s Teaching Philosophy

Barua did not originally aspire to be a teacher. With a Master’s degree obtained in 2000, he pursued a BEd and was inspired by the late Ananda Chandra Goswami, who demonstrated how body language could effectively engage students. Encouraged by Goswami, Barua commenced his teaching career in 2002 at Jorhat Government Girls’ Higher Secondary School.

Over time, he recognised a deep passion for education, particularly when he observed that students retained knowledge from his geography lessons without needing further revision at home. A significant milestone occurred in 2004 when two Class 12 students achieved outstanding results in geography and celebrated by sharing sweets with him, cementing his conviction that teaching transcended mere profession to become a profoundly personal calling.

Barua actively promotes an interactive classroom environment, inviting students to ask questions rather than adhering to conventional teaching methods that position the teacher as the primary authority. This strategy alleviates apprehension among students reluctant to speak due to language barriers and fosters open dialogue, encouraging participation and engagement.

Community Engagement and Social Change

Furthermore, Barua’s initiatives address pressing social issues, notably child marriage, prevalent within the economically disadvantaged communities his school serves. Noticing a decline in school attendance attributable to this practice, Barua and his students initiated outreach programmes in local villages to raise awareness about the implications of child marriage.

Approximately two months prior, the village head of Dhekelichapori reported no new child marriage cases since these awareness efforts began, reflecting a promising shift in community attitudes. While Barua modestly attributes this change to a shared effort rather than any groundbreaking strategy, the results speak volumes about the impact of education on societal issues.

Additionally, Barua has launched projects that promote digital literacy amongst families. The “Each One Teach One” initiative encourages students to educate their mothers about digital tools, recognising that many parents may lack proficiency in technology, creating a generational knowledge transfer beneficial to the community.

A Holistic Resource for Students and Families

Barua aims for his school to function as a supportive resource for students beyond traditional lessons. Initiatives such as a career counselling cell facilitate students in navigating online applications essential for job opportunities in various fields including the armed forces and government services. The school also assists with administrative requirements, helping families unfamiliar with procedures access critical educational opportunities.

Barua’s philosophy manifests in tangible ways through practical learning experiences that go beyond classroom walls. Students are encouraged to apply mathematical concepts in local markets or explore their environment to understand geographic relationships. He promotes what he calls “zero investment in education,” utilising community resources to enrich learning experiences.

Ultimately, Barua’s commitment to education extends beyond academic achievement. His focus on community, culture, and holistic learning ensures that education remains relevant and impactful, and that students become active participants in their own learning journeys and their communities.

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