My name is Mayawati Neti. My father’s name is Laxman Singh, and my mother’s name is Janabai. There are seven members in my family. Our home is in the Korba district of Chhattisgarh. My grandparents live separately, and I stay with them. My father felt that someone should be there to assist them, so I started living with them when I was very young.
When I reflect on those days, I wonder why so many responsibilities were placed on me at such a young age. However, I was not the only girl burdened with such duties. In our society, it has been common for most girls to shoulder household responsibilities from a very early age. I attended the primary school in my village, Mukua, but I also had to manage all the housework, including cooking, fetching water from outside, sweeping, washing dishes, and numerous other tasks. Along with household chores, we were also responsible for work outside the home, such as growing vegetables in our garden, selling them at the market, collecting firewood from the forest, and extracting bamboo shoots. Only after finishing all this work would I attend school. Somehow, I managed to complete fifth grade.
When the time came for my admission to the sixth grade, I was also burdened with the responsibility of taking care of my younger siblings. As girls grow older, their responsibilities inevitably increase. Moreover, there is a prevailing belief in our society: “Eventually, a girl is destined to manage the household, so what is the point of further education?” I cried and pleaded to continue my studies because I did not want to remain illiterate like my elder sister. This led to a conflict between my father and my grandparents, but fortunately, it ended on a positive note. I was enrolled in Kanya Ashram, Binjhara to pursue further education.
Although, the financial condition of our family was not strong, the principal of Kanya Ashram, Ms. Rita Jatra, was impressed by my academic potential and promised to cover all my educational expenses. I successfully passed eighth grade with excellent marks and later secured admission to Pre-Matric Kanya Ashram, Singhia, where I continued to excel academically and completed my education with commendable results.
For my post-matriculation studies, a monthly expense of ₹350 was required, which was extremely difficult for my family to afford. Ultimately, I had to return home. I pleaded with my parents again, but they responded, “What is the use of so much education when you will only end up sweeping floors and cooking meals in your in-laws’ house?” At that time, I believed they simply did not want me to study further. However, now I understand their struggles, their deep-seated beliefs, and the limitations they faced. These societal notions have long been ingrained in our community, and my parents were no exception to them.
Determined to continue my education, I collected and sold mahua flowers and tendu leaves from the forest. With the money I earned, I somehow managed to complete my post-matriculation studies. I even passed the 12th grade, but that was not enough to achieve my dream of becoming a teacher. Higher education required more funds, and my family’s financial condition could not support it. Asking for help has never felt right to me.
During that time, there were many opportunities under NREGA (now called MGNREGA) in our village. The villagers suggested that I could work as a mate under the scheme. I applied for the position and began working whenever opportunities arose, although the work was not regular. Not long after, my parents started worrying about my marriage, believing that I had reached the appropriate age for it according to the existing societal norms.
The passion for becoming a teacher was still alive within me, but pursuing a D.Ed course was essential for achieving this dream. Unfortunately, it was impossible to pay the course fees with the wages I earned under NREGA. I began to feel that the villagers were right—a woman’s life is limited to the kitchen and household chores. Amidst this deep despair, I learned about an organisation called Aspire, which was working to improve children’s education in our region. For the first time in a long while, I saw a glimmer of hope.
Around the same time, a vacancy for the position of helper at the local Anganwadi centre was announced, and I applied for it as well. During this period, Aspire conducted a village meeting to discuss issues related to teaching children in government schools. It was at that moment I realised —why not fully commit myself to Aspire’s mission of educating children in schools? After all, this was my dream! Without hesitation, I applied for the position of LEP (Learning Enhancement Program) teacher, marking a significant step toward fulfilling my aspirations..
After some time, I was selected for both positions—the Anganwadi helper role and the LEP teacher position. Nevertheless, I found myself in a dilemma about which one to choose. On one hand, there was the Anganwadi helper job, which had the potential to become a permanent position in the future. On the other hand, there was the teaching role, which was the realisation of my lifelong dream. Ultimately, I decided to follow my passion for teaching. On April 15, 2023, I began teaching students from grades three to five at the primary school in Mukua.
Aspire consistently ensures that its teachers stay updated and well-equipped. Through various training programs and workshops, it continually enhances our teaching methods, and I have been an active participant in these initiatives. Alongside this, Aspire regularly organised village meetings and rallies to raise awareness and encourage the community to take responsibility for education. As a result of these efforts, student attendance, which was initially around 50-60% before the commencement of the LEP classes, has now increased significantly to 94-95%.
The primary reason for the increase in student attendance was the innovative teaching methods and the use of colourful, engaging Teaching-Learning Materials (TLM), techniques I learned during Aspire’s workshops. Storybooks with large, vivid illustrations and activity-based children’s songs captivated not only the children but also the adults in the community. It was through Aspire that I realised teaching could also involve such creative and interactive approaches to engage students effectively.
I had resolved that the hardships I endured during my education would not be experienced by these children. I committed myself to teaching them with dedication, and doing so brings me immense joy. It fills me with even greater pride to think that I am now teaching in the very school where I once studied. Over time, my relationship with the community has grown even stronger, fostering a deeper sense of connection and mutual respect.
My parents and in-laws are now proud of my work, although there was a time when my in-laws insisted that I quit my job. After considerable effort in explaining my aspirations, they not only accepted my dreams but now fully support me in achieving them. Whenever I look back, it all feels like a dream. I often think that without the support of Aspire, life would not have been this easy or fulfilling.
Joining ASPIRE has not only boosted my self-confidence but also given me a new perspective on social issues. Earlier, I used to think about becoming a teacher, but now I understand the responsibility and seriousness that comes with it. With a new worldview, I now not only understand the educational challenges in my community but am actively working to address them.
