Semester-abroad surprise proves opportunity for University of Richmond student in India
May 18, 2007
When Megan Sherrier, a University of Richmond junior double-majoring in history and international studies, signed up for a 14-week semester abroad in Jaipur, India, she wanted to experience a culture completely different from her American lifestyle.
She had no idea of the challenge she'd face.
The background literature about I-India, the youth housing facility where she would intern as teacher, described a functioning instructional program for boys and girls. The brochure described I-India's mission as "to provide care, love and development for children living on the streets of Jaipur."
But when Sherrier arrived, there was no education curriculum. The 22 boys she'd been assigned were barely literate in Hindi and spoke no English. Instead of learning basic skills, they spent their days in "vocational training" - making jewelry sold to help fund the facility.
"I was told that the boys were taught nutrition, English, math, Hindi and how to make jewelry" she says, with the goal of teaching them a trade a so they could earn a decent quality of life.
"My mom told me to just come home, but I was determined to stay and make it work," she says. "You look at those kids, and you realize that you're their only chance at an education - so you have to stay."
Most of Sherrier's peers at University of Richmond and colleges across the United States choose Europe for study abroad because of its similar lifestyle and customs, not to mention the lower language barrier than that of African and Asian countries. Sherrier's program required both classroom study and an internship, while most semesters overseas involve only taking courses. Sherrier was to spend the first half of fall 2006 learning Hindi and India's history and culture. The second would be her internship at I-India.
Determined not to give up and to make a difference in the Indian children's lives, Sherrier asked I-India's director for permission to establish the neglected educational component for her group of boys. She proposed a curriculum that would assess the boys' math ability and knowledge of Hindi, group them by skill level, then teach them basic math and Hindi with the help of another intern fluent in the local language.
"When we started, some did not know how to count or even write," Sherrier says. "But they all showed excitement about learning."
By the time Sherrier departed for home, some of the groups were learning multiplication, and others could recognize letters. She handed off the newly-created curriculum to the next student-volunteer with whom she frequently corresponds for updates of the students' progress.
"My dream is for the students to have an Indian teacher who speaks their native language," she says, because she believes that would help them progress more quickly.
Despite the challenges, Sherrier said the assignment was a memorable and rewarding experience. And, the university's atmosphere of community service helped prepare her to seize the opportunity she encountered.