Children's Literature Festival- a social movement for curriculum transformation beyond literacy and numeracy

In response to the continued low levels of learning outcomes of children recorded by the citizen led assessment, the Annual Status of Education Report (ASER) Pakistan, the children’s literature festival(CLF) was born in 2011... [ view full abstract ]

In response to the continued low levels of learning outcomes of children recorded by the citizen led assessment, the Annual Status of Education Report (ASER) Pakistan, the children’s literature festival(CLF) was born in 2011 in Lahore. Pioneered by Idara-e-Taleem-o_Aagahi (ITA) a CSO known for citizens’ movements. CLF is a counterpoint to the obsessive culture of textbooks and tests pushing the minimum core beyond literacy and numeracy. The provocation rallied likeminded people to create a social movement of citizens giving back to society exploring transformative learning. The CLF vision resonated with innumerable eminent authors, poets, artists, actors and believers in technology, environment, science and citizenship in Pakistan as alternative experiential explorations for ALL children, teachers and school systems without discrimination. CLF has made a mark as an equalizer, a healing feeling and learning festival in troubled Pakistan. The CLF has broken the culture of silence on many tabooed subjects challenging violence, extremism, ‘why our Nobel peace prize winners are exiled’; the tyranny of language etc. It simultaneously explores children’s open thoughts through a strand titled ‘speak for your lips are free’ inspired by the famous poem of Faiz Ahmed Faiz who struggled for  equality and freedom.  CLF has its own unique anthem and has held 32 festivals at national, provincial and school level along with 25 publications reaching a million beneficiaries. Four key questions will be explored for a lively debate: why CLF is a social movement for curriculum change? what are the genres of learning explored in CLF beyond literacy and numeracy? can  non-linear experiences beyond literacy and numeracy be equally or more valid as critical learning sequences? and what is the possibility of formalizing CLF as a legitimate space for expression generating content  that can be curated for the curriculum and classrooms?