SPRING IS HERE

It is here after a long and intense winter – with all the strength of rebirth, with brighter colors, like the colors that welcome the spring in India during the Holi festival.

Blue, red, yellow, green, purple… India joyfully celebrates the arrival of spring – its peoples and streets covered by water and dyes. Millions of Indians go out in the streets with water guns, buckets, and, above all, with powders dyed in all possible colors.


It is one of the most important festivities in the Indian calendar; it is lived with enthusiasm in all the cities of the country in the midst of a festive atmosphere that makes all differences in castes and religion vanish.

People wake up to the sound of drums that call to dance all who dare come out of their houses and participate in a fun war of colors.

It is the festival of fun, romance and fraternity – Holi celebrates the triumph of good over evil. With the appearance of the full moon in March, the ceremonies start on the day before Holi with a group prayer during which every family throws a stalk in the fire as an offering to the gods that protect the fields’ first fruits.

The eldest man in the family starts the celebration by throwing some colored water on his relatives, which makes the younger ones to follow suit – a ceremony that symbolizes the exchange of affection and blessings.

On Holi’s eve, on many streets, men dressed up as gods light big bonfires, and the neighbors come out to see the women sing and dance around the fire.

There is no doubt that spring is tantamount to life, play, coming together, rebirth, light and color. We find ourselves at the perfect moment to renew ourselves, and this is what Asha-Kiran does before new challenges that take shape in new Projects for children, and which we face with renewed energy, with vitality, with passion.


We will keep you up to date.

VULNERABLE CHILDREN

Street children are those who spend their lives on the streets, carrying out all their daily activities and earning a livelihood from working on the streets. Sometimes, family members arrive in the city together; others, children leave their families behind and try to start a new life by themselves; yet others, they have been abandoned or are orphans.

Having no access to personal hygiene, nutrition and health facilities, they are vulnerable to malnutrition, hunger and dreadful diseases that are aggravated by their precarious living circumstances.

Most of the children living on the streets are physically and emotionally worn down by the need to support themselves at such a young age. They lack a secure environment, a place they can call their own, where basic facilities are provided along with the presence of caring and protective adults, all of which would help children develop and gain the self-confidence to be a part of mainstream society as wholly integrated individuals.

Homeless street children share the common condition of being “out of place”, not only in street environments, but also in surroundings typically considered appropriate for children, such as home, school, and recreational settings. This “out-of-place” condition also tends to place these children outside the sphere of the rules and regulations set up by society to protect them.

Street children have, as compared with the rest of children, less chances than most other children of getting formal schooling, be it on account of their mobility, lack of birth certificates or of a permanent address, or lack of adults to enroll them in school.

Street-living children are exposed to certain health risks, as they have greater difficulty accessing health services than most poor urban children. It can be seen that street children have a higher risk of suffering malnutrition or psychological illnesses, chronic skin infections, sexually-transmitted diseases or AIDS, having accidents in the streets, enduring high levels of contamination, abusive sexual relationships and the risk of unwanted pregnancies.

A more global term which is becoming more common among organizations and entities, and which encompasses street children is ‘Vulnerable Children’. Without guidance and protection, these children run the risk of being victims of violence, exploitation, child trafficking, discrimination and other forms of abuse.

Following are some examples of vulnerable children:

- Street children.
- Children of construction workers who move from one construction site to another and build settlements at each new place.
- Children who work or beg in order to support themselves and their families.
- Children who are trafficked with and who sometimes remain in slavery or semi-slavery conditions.
- Children with serious or hereditary illnesses, or caused by their precarious living conditions.
- Children who are at odds with the law.

After all, streets are the main, almost the only, stage where children’s' social interactions take place, whether they are positive or negative. The fact that they live there does not mean that they are people without rights. In other words, we must understand and describe their issues from the children's viewpoint; from their own world vision, not just from ours.

This will be the best way for our description to coincide with the children's particular course of development, the specific cultural and social features of their lives and their personal background. In order to achieve this, we must listen to their voices – the voices of street children.

We will then be able to go from using an empty and anonymous term, to speaking about concrete facts concerning the people who, in spite being children, live on the streets. In this manner, we will also be able to understand the term 'street children' and the nature of its semantic field, varied and changeable in meaning, just like the children themselves.

WOMEN'S DAY. STREET GIRLS.

Within the group of vulnerable children that our Projects are destined to, we pay special attention to street girls, who, just as boys do, lack education and healthcare, and endure abject poverty, mistreatment and marginalization. Aside from all of this, they also endure discrimination for the fact of not having been born males, and their situation is markedly unfavorable.

In Indian society, where castes and dowries are so important, where the image and value of women is always subject to that of males, it is girls, and especially those lacking in means, who are the most vulnerable because they suffer the consequences of these beliefs from birth, and are subjected to begging, exploitation and the rest of problems associated with living and working in the streets.

The Indian government is beginning to become aware of the danger that the exceedingly vulnerable conditions of women in Indian society imply.

INTERNATIONAL YEAR FOR THE RAPROCHEMENT OF CULTURES

The United Nations General Assembly has proclaimed 2010 International Year for the Rapprochement of Cultures and designated UNESCO to play a leading role in the celebration of the Year, capitalizing on the Organization’s invaluable experience of over 60 years to advance “the mutual knowledge and understanding of peoples”.

In line with UNESCO’s mandate, this International Year is both the culmination of the International Decade for a Culture of Peace and Non-Violence for the Children of the World (2001-2010) and the starting point of a new strategy. In a shifting international context, UNESCO gives increased importance to this theme which is at the forefront of the objectives of its Medium-Term Strategy for 2008-2013.

The main goal of the Year will be to demonstrate the benefits of cultural diversity by acknowledging the importance of the constant transfers and exchanges between cultures and the ties forged between them since the dawn of humanity. As cultures encompass not only the arts and humanities, but also lifestyles, different ways of living together, value systems, traditions and beliefs, the protection and promotion of their rich diversity invites us to rise to new challenges at the local, national, regional and international levels. This will involve integrating the principles of dialogue and mutual knowledge in all policies, particularly education, science, culture and communication policies, in the hope of correcting flawed cultural representations, values and stereotypes.

The success of the Year depends to a great extent on accepting the cardinal principle of the equal dignity of cultures, mutual respect and the strengthening of cooperation for lasting peace.

The types of activities scheduled that we highlight are the following:

- greater opportunities for research, meetings and public debates and broadening of the spaces for intercultural mediation in the form of exhibitions illustrating exchanges and transfers between cultures, as well as fairs and festivals;

- promotion of the role of creativity, which is a fundamental attribute of innovation, by stressing both individual features and similarities of societies;

- improvement of access to formal and non-formal education, with emphasis on quality education for all, education on human rights, cultural diversity, gender and the integration of marginalized groups.

Fundación Asha-Kiran joins this initiative with the commitment of carrying out activities that may support and strengthen UNESCO’s strategy.

PEACE DAY AT SCHOOLS

On January 30^th, children join the celebration of Peace and Non-violence through educational activities in the schools that commemorate the day when Mahatma Gandhi was murdered.

Gandhi was one of the 19^th century men who gave shape to the 20^th century. Vigorously non-violent himself, Gandhi personified one of the main catalysts of Indian Independence.

Asha-Kiran joins the remembrance of this day by citing his words:

“All quarrels arise from wanting to force others to adopt one’s point of view. I profoundly believe that nothing lasting can be built from violence. As long as man doesn’t place himself, of his own free will, in the last rank among his human brethren, he will not be saved.”

SOWING SEEDS OF SOLIDARITY II

Thankful for the response of the students from Huelin High School in Malaga, we wish to share with you some of the thoughts and feelings that the activity carried out by Asha-Kiran brought forth in them.

Gemma Martín González – 11th grade

I liked the lecture because it was an eye opener – you see how children in other countries haven’t been as lucky as yourself, they haven’t been able to go to school, they have no toys, they haven’t enjoyed their childhood. Then you realize how this type of organizations, no matter how small they are, do all they can, and even though they know they won’t be able to change the world, the children’s smiles, no matter how few they are, are enough to justify all their efforts.

Patricia Aragó Mateos – 11th grade

When I saw the children in the video, at school and smiling, it caught my attention because they were happy to be going to school, which is something unusual in our society.

Mª Dolores Ciudad – 11th grade

As Uttam, the President of the Foundation would say: “It isn’t charity, it’s justice. We have absolutely everything, but they don’t have either the opportunities or the means for living in decent conditions. We must fix that – it’s up to us”.

Yevpenij Pancyrev – 12th grade

We can’t live like we live now, having everything while other people in poor countries don’t have basic things or food. It’s horrible. We have to change, but this change is difficult for our countries because we don’t want to give away our goods, our money…

Pablo Jesús Lozano Carmona – 12th grade
It was really shocking because you know that poverty exists in the world, but if someone who has lived through it tells you about his experience, it makes you think more. We saw pictures of poor children in India, and some of them were hard to see. All this makes you feel like a privileged person who doesn’t take advantage of all he has.

Cristina Artero Abalos – 12th grade

The talk helped me to become more aware of the problems that other countries have, and how much they need the help that we can give them, even if it’s not much. All together we can do a lot and pitch in to improve their quality of life.

Aurora Caracuel Barrientos – 12th grade

Since the day of the talk, I appreciate even more all the things I have at home even though I often don’t like them. However, now I think about those children and I’m very grateful for my lifestyle.

Sara Martín Alonso – 12th grade

I like the point of view that the Foundation has – not to make people dependant on them, but give them an alternative way, just expand their possibilities and not force them to think like us. I think people should be more interested in ‘being’ and not so obsessed with ‘having’. People often forget what life means and they just let it go on.

SOWING SEEDS OF SOLIDARITY

Solidarity Day with Fundación Asha-Kiran and Uttam’s meeting with the students from IES HUELIN High School in Malaga.

Huelin High School in Malaga started its Solidarity Program together with Fundación Asha-Kiran. The objective of this program is to make students acquainted with the work of several NGOs as shown by their founders and volunteers.

Fundación Asha-Kiran was chosen to inaugurate and launch this program. Our objective was to have students, teachers, parents and non-teaching staff take part in the activity, and to disseminate the social work of Asha-Kiran.

For three days, all the students from grades 7th through 12th saw the Photography Exhibit of children in India and visited Asha-Kiran’s Solidarity Bazaar. Likewise, the board of directors, teachers and other staff came to buy items from the bazaar and see the photographs. Some students donated toys, puzzles and coloring pencils. The 8th grade students were the ones in charge of making Asha-Kiran signs and notice boards placed at the entrance; the 9th grade students drew a carpet and several OM’s to greet Uttam on January 15th.

Some students from the 11th grade made a welcome sign, others made drawings which they later gave to Uttam, and the rest wrote messages to the children from Yashodhara Shelter Home and the Day Care Centers. The messages will be sent to India so that the children can read them.


The activities reached their climax on January 15, when Uttam met the students from 8th, 9th, 10th, 11th and 12th grades, as well as the teachers. During four hours, he spoke about the Foundation and children in India, and answered many questions from all who came to the auditorium at different times to listen and to see the pictures and a brief show about INDIA and ASHA-KIRAN. During recess, chai tea and pappadums were served to Uttam and the teaching staff.

More than 300 hundred students came to the auditorium during that time. After meeting Uttam and hearing him speak about the work of the Foundation, none of us remained indifferent. We were filled with India; our hearts beat closer to this country, its culture and, above all, its children.


It was a festive and moving day, and an opportunity for reflection. In short, a wonderful and unforgettable day because of what the students received: the possibility of getting to know the way other people live.

We urge teachers to join this initiative in their schools. Children and youngsters are able, like no one else, to begin vibrating in tune with solidarity and to begin working together with a Foundation that devotes its work to children.

Children living on ‘this side’ of the world who lend their support to children living on ‘the other side’, so that they may also have similar opportunities in life.

Bright-eyed children in India who, in spite of having limited means, teach western children the great message of living with acceptance and hope and of wishing to grow against all odds.

Children interacting with one another to share and to enrich each other.

THANK YOU UTTAM, THANK YOU ASHA-KIRAN.

Remedios Montoro and Mª Ángeles Arráez (Malaga)