Rekha Kumari President of Sahodaya: Pioneering Sustainable Education and Community Living in Rural Bihar
Sahodaya, an organization established on December 5, 2016, in Patna, was co-created by Rekha Kumari and Anil, a couple who had previously lived and worked in Delhi.
Rekha Kumari
Sahodaya, an organization established on December 5, 2016, in Patna, was co-created by Rekha Kumari and Anil, a couple who had previously lived and worked in Delhi. In 2015, they left their urban lives behind to pursue sustainable living in rural Bihar. The following year, Sahodaya Trust received seven acres of Bhoodan land in Gaya, Bihar, donated by the Bihar Bhoodan Yagn Committee.
This land was allocated with the understanding that Sahodaya would focus on the education of Bhoodan farmers’ children and the development of the village community. Since its inception, Sahodaya has primarily worked with the Manjhi or ‘Mushhar’ community in Kohabari village, Barachatti block, Gaya district. Rekha, Anil, and their children have been living and working in the village to create a holistic learning environment, striving to live in harmony with nature. Their approach includes community living, where people, plants, and animals co-exist sustainably.
The organization’s activities are designed to foster close relationships with nature and encourage learning from them. Sahodaya’s philosophy is centered around addressing systemic gaps in traditional education. Rekha Kumari and Anil believe that contemporary education often fails to bridge critical gaps, such as those between living and learning and self and community. Sahodaya aims to offer an alternative educational model that promotes sustainable living and respect for nature. The community’s infrastructure and practices, such as mud-built houses and the use of local materials, reflect their commitment to environmental stewardship.
The organization emphasizes practical learning through various activities. Children create toys from natural materials, celebrate festivals with handmade items, and engage in agricultural tasks. They participate in farming, from planting and maintaining crops to using indigenous seeds. Sahodaya’s organic farming practices include preserving and planting local seeds annually. Sahodaya also promotes indigenous knowledge and traditions. The community speaks Magahi, sings in the local language, and writes in it as well.
Local food, prepared from indigenous grains and vegetables, is a staple, and the farm produces traditional foods like ragi laddoos. Educational activities at Sahodaya are complemented by regular travel to explore similar initiatives elsewhere. The community has visited various states in India, including Odisha, Delhi, and Tamil Nadu, Karnatka, Maharashtra, Andhrapradesh, Chhattisgarh,Utter Pradesh to gain insights and expand their perspectives. This travel helps bridge gaps between different cultures and practices, enhancing the educational experience.
Daily life at Sahodaya involves group learning and discussion. Children study at their own pace and in groups, consulting facilitators as needed. There is no fixed teacher; instead, children learn collaboratively. They document their experiences in diaries and write creatively about their observations. Sahodaya’s engagement with the local community of Kohabari is a core aspect of their work.
The presence of Sahodaya has strengthened the village’s population and morale. Despite challenges, including conflicts with neighboring villagers and local authorities, Sahodaya and the villagers continue to work together to resolve issues and maintain their presence. Rekha Kumari is a founding trustee and President of Sahodaya Trust and plays a pivotal role in managing all the activities of the organization.
She loves exploring creative ways of responding to the challenges at Sahodaya, with ease and farsightedness. Anil Kumar, also a founding trustee, handles documentation and financial matters, facilitating the community’s daily activities and interactions. Together, they lead Sahodaya in its mission to provide a meaningful, sustainable alternative to conventional as well as formal education.
