top of page

By:

Quaid Najmi

4 January 2025 at 3:26:24 pm

Maulana’s 'gullak' initiative touches 60K students

Read & Lead Foundation President Maulana Abdul Qayyum Mirza with daughter Mariyam Mirza. Mumbai/Chhatrapati Sambhajinagar: In the new age controlled by smart-gadgets and social media, an academic from Chhatrapati Sambhajinagar has sparked a small, head-turning and successful - ‘savings and reading’ revolution among middle-school children. Launched in 2006, by Maulana Abdul Qayyum Mirza, the humble initiative turns 20 this year and witnessed over 60,000 free savings boxes (gullaks)...

Maulana’s 'gullak' initiative touches 60K students

Read & Lead Foundation President Maulana Abdul Qayyum Mirza with daughter Mariyam Mirza. Mumbai/Chhatrapati Sambhajinagar: In the new age controlled by smart-gadgets and social media, an academic from Chhatrapati Sambhajinagar has sparked a small, head-turning and successful - ‘savings and reading’ revolution among middle-school children. Launched in 2006, by Maulana Abdul Qayyum Mirza, the humble initiative turns 20 this year and witnessed over 60,000 free savings boxes (gullaks) distributed to Class V-VIII students in 52 government and private schools. “The aim was to inculcate a love for ‘saving and reading’ among young children. We started by presenting small plastic ‘gullaks’ (savings boxes) at the Iqra Boys & Girls High School, and later to many other schools,” Mirza said with a tinge of satisfaction. Scoffed by sceptics, it soon caught the eyes of the schools and parents who loved the idea that kept the kids off mischief, but gave them the joy of quietly slipping Re. 1 or even Rs. 5 save from their daily pocket money into the ‘gullak’. “That tiny ‘gullak’ costing barely Rs 3-Rs 5, becomes almost like their personal tiny bank which they guard fiercely and nobody dares touch it. At the right time they spend the accumulated savings to buy books of their choice – with no questions asked. Isn’t it better than wasting it on toys or sweets or amusement,” chuckled Mirza. A childhood bookworm himself, Mirza, now 50, remembers how he dipped into his school’s ‘Book Box’ to avail books of his choice and read them along with the regular syllabus. “Reading became my passion, not shared by many then or even now… Sadly, in the current era, reading and saving are dying habits. I am trying to revive them for the good of the people and country,” Maulana Mirza told The Perfect Voice. After graduation, Mirza was jobless for sometime, and decided to make his passion as a profession – he took books in a barter deal from the renowned Nagpur philanthropist, Padma Bhushan Maulana Abdul Karim Parekh, lugged them on a bicycle to hawk outside mosques and dargahs. He not only sold the entire stock worth Rs 3000 quickly, but asked astonished Parekh for more – and that set the ball rolling in a big way, ultimately emboldening him to launch the NGO, ‘Read & Lead Foundation’ (2018). “However, despite severe resources and manpower crunch, we try to cater to the maximum number of students, even outside the district,” smiled Mirza. The RLF is also supported by his daughter Mariyam Mirza’s Covid-19 pandemic scheme, ‘Mohalla Library Movement’ that catapulted to global fame, and yesterday (Oct. 20), the BBC telecast a program featuring her. The father-daughter duo urged children to shun mobiles, video-games, television or social media and make ‘books as their best friends’, which would always help in life, as they aim to gift 1-lakh students with ‘gullaks’ in the next couple of years. At varied intervals Mirza organizes small school book fairs where the excited kids troop in, their pockets bulging with their own savings, and they proudly purchase books of their choice in Marathi, English, Hindi or Urdu to satiate their intellectual hunger. Fortunately, the teachers and parents support the kids’ ‘responsible spending’, for they no longer waste hours before screens but attentively flip pages of their favourite books, as Mirza and others solicit support for the cause from UNICEF, UNESCO, and global NGOs/Foundations. RLF’s real-life savers: Readers UNICEF’s Jharkhand District Coordinator and ex-TISS alumnus Abul Hasan Ali is full of gratitude for the ‘gullak’ habit he inculcated years ago, while Naregaon Municipal High School students Lakhan Devdas (Class 6) and Sania Youssef (Class 8) say they happily saved most of their pocket or festival money to splurge on their favourite books...! Zilla Parishad Girls Primary School (Aurangpura) teacher Jyoti Pawar said the RLF has proved to be a “simple, heartwarming yet effective way” to habituate kids to both reading and savings at a tender age, while a parent Krishna Shinde said it has “changed the whole attitude of children”. “We encourage books of general interest only, including inspiring stories of youth icons like Nobel laureate Malala Yousafzai (28) and environmentalist Greta Thunberg (23) which fascinates our students, and other popular children’s literature,” smiled Mirza. The Maulana’s RLF, which has opened three dozen libraries in 7 years, acknowledges that every coin dropped into the small savings boxes begins a new chapter – and turns into an investment in knowledge that keeps growing.

Confronting Exploitation, Colonisation, and the Fight to Survive

ree

On 9 August, the UN observes World Indigenous Peoples’ Day, honouring the resilience, wisdom, and cultures of Indigenous and tribal communities. It also highlights their ongoing struggles—displacement, conversion, exploitation, and erasure. More than recognition, it is a call to respect and uphold the rights of the First Peoples of the Earth.


The UN defines Indigenous peoples as communities with deep ties to ancestral lands, unique cultures, and a shared history of marginalisation. Speaking over 4,000 of the world’s 7,000 languages, they preserve knowledge crucial to biodiversity. Despite their diversity across seven regions, they face common challenges: colonisation, displacement, and cultural loss.


India is home to over 700 Scheduled Tribes (STs), or Adivasis, who make up 8.6% of the population—over 100 million people. They preserve unique languages, rituals, and nature-based spiritual systems rooted in deep ecological knowledge. While India backed the 2007 UNDRIP, it did so asserting all Indians are Indigenous in diverse ways—an inclusive view that respects cultural diversity while recognising Adivasi distinctiveness.


Colonisation deeply harmed Indigenous peoples, as empires like Britain, Spain, and France seized land and erased native cultures. In India, British rule branded tribal groups “criminal” or “backward”, justifying displacement and missionary control. Missionary schools forced children to abandon their languages, traditions, and beliefs for Western norms and Christian doctrine.


Conversion was not just religious—it was a means of control. Missionaries and colonial powers dismantled Indigenous social structures, fostering dependence on foreign institutions. Globally, the pattern repeated: Native American children in the U.S. were placed in culture-erasing boarding schools; Australia’s Stolen Generations faced similar fates; in Africa, forced conversions disrupted ancestral beliefs and communities.


The missionary presence in tribal areas, especially during colonial rule, remains one of the most contentious aspects of Indigenous history. While some offered education and healthcare, conversion often came with cultural suppression. It created a dependency on missionary institutions and distanced communities from their roots.


In India, missionary activity was widespread—especially in the Northeast and Central regions—where mass conversions to Christianity took place. Sacred sites were destroyed, traditional beliefs undermined, and tribal children sent to boarding schools where their languages and customs were mocked and replaced with foreign practices. This cultural erasure, disguised as civilisation, had lasting consequences. Missionaries used their dual roles as educators and spiritual leaders to exert political control and suppress native identities. What seemed like “charity” often concealed an agenda of cultural domination—a colonial tool used worldwide to reshape Indigenous identities through religion and education.


Indigenous communities continue to face modern forms of colonial exploitation—land dispossession, environmental damage, and economic marginalisation. Development projects such as mining, dams, and afforestation often displace them without proper consultation or compensation.


In India, tribal groups are frequently uprooted by large-scale projects like Special Economic Zones (SEZs) and hydropower schemes. The Dongria Kondh of Odisha won a rare legal victory by halting a bauxite mine on their sacred Niyamgiri Hills—but this is just one of many ongoing battles. Across the country, tribal communities still fight forced evictions from ancestral lands.


Globally, similar struggles persist. In Africa, Indigenous land is seized for oil and logging. In North America, pipelines and mining threaten sacred sites and water. In Australia, Aboriginal people continue seeking redress for stolen land. Despite these challenges, Indigenous peoples remain resilient, defending their culture and identity. Their territories—home to around 80% of the world’s biodiversity—are vital to global ecological survival. The fight for the environment is inseparable from the struggle for Indigenous land rights.


The United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), adopted in 2007, affirms Indigenous peoples’ rights to self-determination, cultural expression, and land ownership. While some countries have made progress, implementation remains slow. In India, the Ministry of Tribal Affairs and the Forest Rights Act (2006) aim to empower tribal communities, though enforcement is uneven. Tribal resistance continues to fuel the fight for land and cultural rights, as Indigenous voices demand respect for their heritage and sovereignty. Globally, the movement is growing—communities in Canada, Brazil, and New Zealand lead protests against resource exploitation. From Standing Rock to the Amazon, Indigenous groups are pushing back against land commodification.


(The author is Assistant Professor Institute of Management Studies Banaras Hindu University Varanasi.)

Comments


bottom of page