Girl literacy campaign to encourage girl child literacy in the rural parts of India; using unconventional media to grab people's attention.....

Context

Girl illiteracy is deeply rooted in social norms and infrastructure gaps.

Problem

Traditional literacy campaigns fail to make a difference in people's perception of the issue.

Discrimination against women continues due to a deeply ingrained inferiority complex passed down through generations. Girls internalize societal norms that position them as inferior to men, reinforcing restrictive roles. Without education, they lack the independence and decision-making power to break this cycle, making financial and educational empowerment crucial.

During my research in Bihar and Uttar Pradesh, I found traditional awareness campaigns ineffective due to widespread illiteracy and poor engagement. Most relied on static materials like posters, which failed to communicate effectively since many rural residents, particularly women and girls, could not read. These visuals often blended into daily life, making them easy to ignore. Cultural dynamics also limited their reach, with many villagers viewing girls' education as unnecessary. The absence of interactive elements meant there was no engagement to challenge these beliefs. Consequently, despite efforts by NGOs and government agencies, educational awareness remained weak, underscoring the need for more culturally sensitive approaches.

Approach

Target the key influencers in the household to shift their mindset on girl literacy.

While desk research provided valuable data on girl literacy, I needed deeper insights into the mindset and social interactions of people in these regions. To achieve this, I spent several weeks in remote villages, observing daily life and conducting open-ended interviews with residents and NGOs. I also visited government schools to understand their role in promoting girls' education.

One key objective was to assess the impact of existing awareness campaigns, which I found had minimal influence despite significant investments. Conversations with villagers revealed that girl illiteracy was linked to broader issues like dowry and gender discrimination, creating a self-perpetuating cycle. Uneducated girls, lacking financial independence, often reinforced restrictive norms for the next generation. This became an unquestioned societal norm, supported by a lack of awareness and education. Additionally, decision-making power usually rested with the primary breadwinner, often the father, who prioritized boys' education. Therefore, my efforts aimed to engage not just girls but also mothers, fathers, and grandmothers—key influencers in shifting attitudes toward female education.

My goal was to create a campaign utilizing unconventional media that would integrate into people's daily lives, allowing them to engage with it and absorb the message in a fun and informal manner.

Explored sending the message in objects of daily use.

During my visits, I meticulously documented everyday objects commonly found in rural India. My goal was to brainstorm innovative ways to integrate our message into these items so that people would encounter the information naturally while going about their daily routines, eliminating the need to seek it out actively.

I observed that women spent a significant amount of time in the kitchen, where items like calendars and matchboxes were prevalent and frequently used. Recognizing this, I considered how these objects could serve as effective communication tools. Additionally, I noted that men often gathered to play cards, particularly in the afternoons and evenings, making it a prime opportunity for engagement. By tapping into these daily interactions, I began to envision how we could effectively convey our message through these familiar mediums, ensuring that our communication felt relevant and accessible within the context of their everyday lives.

Studied the visual language of the region to merge the message with the environment.

One key observation during my visit was that people often had neutral to negative associations with the messages from NGOs. These messages were frequently viewed as coming from outsiders and not relevant to their community. Even visually, they often stood out in the environment, attracting attention but for the wrong reasons. 

For this campaign, I aimed to capture people's attention without shocking them. My goal was to create a campaign that blended seamlessly into their surroundings, making them more receptive to the message. To achieve this, I chose a color palette that matched their environment and examined the local art styles. In these regions, there is a distinctive style of painting used during rituals to depict deities and symbols. I aimed to incorporate this artistic style into the campaign to enhance its cultural significance.

Used stories around two characters to send the message interestingly.

Stories are essential in local culture, serving as a primary means of passing down morals. I created a campaign featuring two characters, 'Chunni' (illiterate) and 'Munni' (literate), commonly recognized names in the region. Through playing cards, one set highlights the positive effects of education on Munni's life, illustrating her happiness and independence. Conversely, another set portrays Chunni's challenges stemming from her lack of education and its societal repercussions. The narrative unfolds non-linearly, allowing players to engage with the story and encouraging relaxed discussions.

Additionally, matchboxes, frequently found in homes and popular among men and children, provided an interactive medium for the campaign. Children often collect and exchange empty matchboxes, making them an effective tool for message delivery. My design features a character that appears unhappy when the matchbox is opened from one side, while opening it from the other side reveals a character receiving a book and finding happiness.

Outcomes