On the occasion of International Women’s Day 2025, the students of III BA English and I MA English organised an Awareness Programme titled “Accelerate Action” on 5th March 2025. The event, conducted through participative and experiential learning methods, sought to inspire proactive engagement towards gender equality and women’s empowerment. A total of 37 students participated in the programme, along with teaching and non-teaching staff members who actively contributed to the interactive sessions.
The theme “Accelerate Action” emphasised the pressing need to move beyond discourse and awareness towards the implementation of meaningful, tangible changes that transform the lives of women, particularly in the context of a rapidly changing, post-pandemic world. The programme served as a platform to encourage reflection on how individuals and institutions can collectively contribute to advancing gender justice and equity.
The session commenced with student-led presentations highlighting inspiring real-life stories of women who have overcome social, economic, and personal challenges to make significant contributions in their respective professions. These narratives provided a multidimensional view of women’s resilience, leadership, and agency.
The invited Resource Person, Ms. Angelin Prince, Director of Candles NGO, delivered an engaging session that focused on maintaining balance between career and family responsibilities. Through a series of interactive activities and discussions with office staff and janitorial workers, she illustrated how empowerment must extend beyond classrooms and into every sphere of life.
Additionally, students conducted interviews around the campus on the theme “Accelerate Action”, collecting diverse perspectives on how society can better support women’s advancement. These interactions fostered a sense of inclusion and shared responsibility among all participants.
The event effectively met its objective of raising awareness about gender equality and stimulating purposeful dialogue on women’s leadership and growth. Students gained insights into the need for collective action and continuous commitment to equality, learning that empowerment begins with both personal conviction and community participation.
The Post Graduate and Research Department of English organised a series of film screenings under its ongoing initiative, Pratyaksha: Values through Visuals, for the academic year 2024–2025. This experiential learning activity sought to instil empathy, respect, and awareness among students towards individuals with disabilities. The screenings were held for the I and II UG Part II English students, who actively engaged in reflective discussions following each session. The central theme for the year was Disability Awareness, in alignment with the mission of Pratyaksha to foster inclusivity and understanding through visual narratives.
Throughout the academic year, students viewed a diverse range of films—feature films, documentaries, short films, and animations—each exploring the lived realities of people with disabilities. The initiative aimed to entertain and educate students, encouraging them to challenge stereotypes and recognise the strength, resilience, and individuality of differently-abled persons. The post-screening discussions, facilitated by faculty members, provided a platform for students to share insights, question societal assumptions, and develop a deeper understanding of inclusive practices.
The screening series commenced in October with Going Blind (2010), a documentary by Joseph Lovett that examines the experiences of vision loss and blindness. The film’s personal and empathetic approach enabled students to comprehend the challenges encountered by individuals with visual impairments and reflect upon resilience and adaptation.
In December, students viewed Black (2005), directed by Sanjay Leela Bhansali and inspired by the life of Helen Keller. The film narrates the story of Michelle McNally, a deaf-blind girl, and her teacher, Debraj Sahai, who transforms her life through education and compassion. The viewing evoked profound emotional responses among students, encouraging reflections on perseverance, patience, and the transformative power of learning.
The January session featured Pressing Buttons: Disability Goes Deeper than What You See, a short documentary depicting the life of Sarah Todd Hammer, a disability advocate who became paralysed at a young age. Her determination and courage offered an authentic perspective on the lived experiences of disability and the significance of advocacy and resilience.
In February, the LA Short Film Award-winning animations Ian (2018) and Cuerdas (2014) were screened. Ian, directed by Abel Goldfarb, presents the true story of a young boy with cerebral palsy striving to be included by his peers. Cuerdas, directed by Pedro Solís García, portrays a touching friendship between a young girl and a boy with cerebral palsy. Both films powerfully conveyed themes of kindness, imagination, and inclusion, prompting students to appreciate empathy and diversity in everyday interactions.
The final screening in March featured What’s Up with Nick?, an animated short film developed by the Organisation for Autism Research. Told through the perspective of a classmate, it introduces Nick, a new student with autism, and encourages understanding, acceptance, and peer inclusion through an engaging and accessible narrative.
The Department of English organised an awareness programme on women’s safety on 18 October 2024 (1.00 pm–2.30 pm) in offline mode, with 85 participants and Mrs Priyadharshini (Assistant Professor, Department of English) serving as staff-in-charge. The Department collaborated with AWARE India (based in Chennai) — an organisation dedicated to preventing gender-based violence, building safe spaces and empowering young people through knowledge, empowerment and advocacy.
The programme featured the Resource Person, Ms Sathya Dhanakkodi (CEO, Yogithya Academy), who delivered an engaging keynote address emphasising the centrality of education, assertiveness and self-awareness in ensuring women’s safety. The session addressed major themes such as confidence building, leveraging support networks, resisting limiting gender stereotypes and patriarchal expectations, promoting healthy relationships, financial literacy and advocating for policy change and social justice. Participants were invited to engage in interactive discussions and reflections, thereby making the learning process participatory and meaningful.
Through the course of the event, students were encouraged to recognise the multiple dimensions of women’s safety — not simply the avoidance of physical risk, but also the assertion of autonomy, awareness of rights and the transformation of relational and societal norms. The interactive methodology helped students voice their own concerns, ask questions and explore avenues for developing resilience and agency. As a result, the event strengthened their awareness of available resources and support services, and enhanced their readiness to act as agents of change in their personal and community contexts.
In outcome, the programme achieved its objective of educating and sensitising students on women’s safety issues. The enhanced understanding of the challenges women face, the increased awareness of support mechanisms, and the empowerment of students to become proactive in their own and others’ safety mark significant steps forward. The event stands as a strong example of how educational institutions, in partnership with civil-society organisations, can promote safe, equitable and empowered environments for women.
