Plus two English Chapter 2 Didi Notes, Summary

Plus two English Notes Chapter2 Didi (Life Writing)

Didi is a modified version of the first chapter of Shaheen Mistri and Kovid Gupta's book "Redrawing India: The Teach for India Story." The book describes a movement that tries to unite young Indians around the idea that all children in India would one day receive a top-notch education. Shaheen talks in "Didi" about her experiences in the Mumbai slums and her drive to teach the children there. Here you can see a Job application/Resume, Job Interview, and roleplay of the life writing "Didi" for Plus two English.

Teach for India's CEO is Shaheen Mistri. Teach for India is an international initiative. She has gained attention on a global scale for her dedication to educating and empowering India's underprivileged youngsters. She founded the Akanksha Foundation as well. It is a nonprofit organization whose goal is to make low-income children's lives better. It significantly aids in their life transformation.

Board SCERT, Kerala
Text Book NCERT Based
Class Plus Two
Subject English Notes
Chapter Chapter 1
Chapter Name  Didi (Life Writing)
Category Plus Two Kerala

Kerala Syllabus Plus Two English Notes Unit III Chapter 2 Didi (Life Writing)

Chapter 2 Didi (Life Writing)


Didi is Shaheen Mistri's autobiographical real story, as told by her. Shaheen Mistri initially claims that she was pondering her dream seriously when she was 12 years old. She was unsure of what her dream was. She visited an orphanage in 1983 while she was living in Jakarta and it forever impacted her life. She encountered kids who were yelling, laughing, crying, and standing still in that orphanage. Her perspective of the world changed from that point forward. She realised that whereas many kids her age were living pitiful lives, she was living a comfortable and cosy existence. 
Shaheen Mistri used to travel to Mumbai during her summer vacations to assist at "The Happy Home" and "School for the Blind." She gradually started to become aware of the injustices that people from all backgrounds experienced. She used to see young children begging for food when she was driving. A poor woman who was separating "dal" and "rice" from food garbage strewn on the streets for her family caught her attention.
1989 saw another incident take place. In a taxi on one of her summer holidays, she was seated. Three kids approached her car's window at once and demanded food. Her life was altered by this incident. Her life was altered by this incident. She experienced an identity problem as well.
Shaheen Mistri finally called her parents as her summer break was about to expire to let them know she would not be returning to Boston but rather would be spending the rest of her life in India. But her parents set two requirements: she had to get accepted into the top college in India for her undergraduate degree, and she had to pursue her graduate degree overseas.
Shaheen Mistri chose St. Xavier's College, where her parents received their higher education, to complete her graduation. She managed to get a spot there. She became aware of the differences between the western and Indian educational systems when she completed her graduation there. While the western educational system stressed "academic rigour" and "intellectual stimulation," the Indian educational system promoted "bookish forms of learning."
Shaheen Mistri started to investigate the "city" and locations where the "low-income community" resided after learning that she could not learn anything about the actual India through books. One day she went to a "low-income village" with 10,000 residents who "shared six gloomy cubicle toilets," had no water, and no waste disposal system. Shaheen Mistri struck up a friendship with Sandhaya, an 18-year-old woman she met that day. She started teaching her and the other kids there when she visited her every day. She also taught them a song and "a little" math and English. Shaheen Mistri desired to create a charity that would educate "underprivileged" kids. 
She realised that there were willing teachers in India, that there were classrooms available, and that the government was providing a lot of funding for children to have better education. This aided her in creating Akanksha. She also realised that "people in the neighbourhood" required shelter, clean water, and an education, so she would have children who were ready to learn.
Shaheen Mistri visited twenty schools in order to launch Akansha and ask for a classroom where she could teach "underprivileged" kids for three hours each evening. But the majority of the school officials discouraged her. However, the headmaster of Colaba's Holy Name High School provided her a classroom after she made the decision to give up. As a result, it was the first Akanksha centre. Students at that school were taught by volunteers from St. Xaviers College.

In 1991, the Akanksha Foundation was legally created. There were only 15 students initially. Akanksha Foundation afterwards prospered. In 58 centres throughout 6 schools, 3500 kids are enrolled in school through this foundation. These kids pick up fundamental skills in math, English, values, and confidence in oneself. This passage was taken from Shaheen Mistri and Kovid Gupta's book "Redrawing India."

Related Questions

a) What was Shaheen’s first impression of the orphanage?

She observed yelling children, smiling children, calm children, and sobbing children in the orphanage. She was perplexed. She observed the unfairness of life there. This episode demonstrates Irfan's aptitude for problem-solving.

b) Why does she say that life was not perfect during summer vacation?

She claims that because she spent her summers traveling back and forth between the Mumbai orphanage and Jakarta, her life was not great during her summer break. She witnessed the severe poverty and children begging for food in Mumbai.

c) What was the ‘search’ Shaheen had in her childhood? How was India answering it?

Finding ways to assist the children in need was the "quest" she engaged in as a young girl. India was responding to the call because there were numerous kids in India who were begging for food on the streets. She was aware that she could make their lives better.

d) What do you understand by the expression ‘manicured reality of my university life”?

Manicuring refers to the maintenance of the fingers and nails. A polished reality is a manicured reality. The author, who previously studied in India, particularly in crowded Mumbai, thought her university experience in the USA was perfectly manicured and polished.

e) What kind of difference, do you think, Akanksha must have brought in the slums?

Now, slum-dwellers know the importance of education. They also know the importance of hygiene and decent living. They have realized that they too can rise higher in society with education, determination, and hard work. Akanksha has provided people with hopes and dreams.

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