The Global Teacher: Rupa Chakravarti Talks Teaching All Over The World: Moscow, The Hague, Namibia, and More
“I consider education as the ultimate gateway to personal emancipation and discovering and sustaining one’s true identity. It enables us all to be truly global and bequeaths upon us the unique gift of empathy.” The wife of a senior diplomat, today’s woman dreamer, Rupa Chakravarti is an author and internationally-celebrated teacher, having taught in Moscow, Slovenia, Italy, Namibia and more. She shares some beautiful stories of her global adventures, how she found her passion for teaching, and the message behind her book, Pilgrimage. Enjoy her empowering story below!
1) You are an author, teacher, and have lived all over the world. Tell us your life’s story!
Heritage is a genetic default; living up to one’s legacy is the hallmark of pedigree. Successor to knighted forefathers, eminent lawyers and professors, my childhood was a kaleidoscopic juxtaposition of the magical with the real, idyllic yet demanding, unfettered yet pertaining to human bondage. The focus on education and learning was unwavering, along with degrees and training several spheres including art, music and French, among others, but littered generously with sports like skating, cycling, swimming, tennis and snooker. Within this range of varied engagements, the one fact I have foraged and cherish the most was my gift of freedom. I was allowed to grow naturally, defining a persona, ordinary but undeniably my very own. The product of careful nurture and mindful focus, reading became my best friend over time.
2) You are the wife of a senior diplomat. What has that experience been like and what are some lessons you have learned?
My arranged marriage to Sarvajit opened up the world, both literally and figuratively. The trajectory encompassed New Delhi intermittently, and ranged from Spain to Tanzania, Bangladesh, Namibia, the BENELUX, Russia, Italy and Slovenia. The way forward was inevitably to carry India along while cherishing the globe in a representational capacity. The opportunities endless, the learning exponential, the exposure stupendous, provided me the opportunity to rearrange my life to suit the novel turf accordingly. Through the milieu of the glitterati, paparazzi, the tuxedos and velvet, champagne and caviar, red carpets and spotlights I made two incredible discoveries. They were my aptitude for writing, singing, choreography and, most significantly, my ability for teaching and learning simultaneously. Orchestrating shows in hallowed precincts globally gave birth to a cascading waterfall of translations and original poems, while my teaching across the world gave birth to “Mrs. C”.
A lot is possible when a diplomat is actively in his chair. Beautiful, brilliant and talented spouses are promoted with good cause and frequently assume prominence matching the diplomat himself. Wives may enjoy Press coverage as culinary experts, interior decorators, singers, dancers, orators, writers et al, courtesy the glorious Indian Foreign Service. Sarvajit, however, persisted with his repetitive refrain over nearly forty years, that “Meritocracy stands alone, it requires no crutches. If you have it in you to realize your potential, strive for it and achieve it on your own. My chair is for the Government of India alone.” Although at times his words seemed caustic and unrelenting, my respect for him grew exponentially as I realized the worth of the ‘Self’ through his illuminating words. I, in turn, persevered to instill the same values in our daughters and pray for the continuum of this new avatar—the Self. For within myself resides the cosmic power of the Almighty.
3) You have also had the opportunity to teach in many different countries. What has that experience been like? What encouraged you to pursue teaching?
Teaching has been the most rewarding as it has given me the following:
Identity:- As a family, we were opposed to using Sarvajit’s chair as the means to an end. A powerful seat representing the Government of India, we held it sacred, sacrosanct and as a fount of inspiration to enrich ourselves as global citizens. Averse to ostentation and self-promotion, we used the globe to facilitate both teaching and learning.
My mother was subconsciously my role model. As teacher, Vice Principal and then Principal of Calcutta International School, she is still considered legendary and the progenitor of ‘internationalism’ in the Calcutta schooling system. Very early in my marriage she encouraged me to create a niche for myself, an independent identity and Yes, a source of income to augment Sarvajit’s earnings. The die was cast.
4) What are some interesting moments you have had in the places you have lived?
Bangladesh:
Nearly three decades ago I started life as a teacher in Bangladesh, more in love with the fact that my three year old would be in the same school environment as I than with the business of teaching. Very quickly, however, things changed and to my astonishment, I discovered not only recognition and success but also a growing commitment to teaching that was in time to become a way of life.
Namibia:
I acknowledge the Head of School in Windhoek International School, Namibia who actually showed me the charted course and helped me train, widen my experience and embark upon a lifelong career, ranging from Early Years to KS3.
Netherlands:
My teaching experience in The Netherlands, particularly in the British School of The Netherlands, continued to both widen and consolidate my teaching practices right across Grades 1 to 12.
Russian Federation:
By the time I began teaching in Moscow, I had been able to carve a niche for myself, as I was appointed the TEFL coordinator of the British International School, Moscow, in which capacity I formulated ESL Schemes of Work for Grades 1-6 and participated in creating a tabular format to facilitate identifying and teaching ESL students in both Primary and Secondary school. With opportunities for further training and professional development, I concluded the three years in Russia, thirsting for more and knowing that this was a way of life that would keep me enthused forever.
Belgium:
I had never been more correct, for in Brussels I discovered the PYP. I realized it was a philosophy of teaching that I had been seeking subconsciously. Furthermore, in Brussels I was considered qualified and experienced enough by the EU authorities to receive a work permit allowing me to work within the EU during the tenure of my husband.
India:
Three years later, back on home territory at the British School in New Delhi, I found myself teaching students from Grades 1 to 12, spinning like a top, getting incipient learners to communicate, meeting examination deadlines, going round the bend but loving it!
Bangladesh:
Next, the International School of Dhaka, Bangladesh, proved to be that circular experience where I realised that I was no longer the errant teacher of yore, but someone whose “growing commitment to teaching” had changed to a commitment that was cast in stone. My teaching assignment there saw me in the role of ESL Primary Teacher for Grades 1-5, which involved both withdrawing students from class and in-class support. Apart from attending several workshops, I also actively participated in developing and finalising an ESL Policy for both Primary and Secondary School, which has subsequently been approved and is used as a comprehensive ESL school policy. I returned to PYP, but with the flexibility that came from 20-odd years of collaborating with world-class educators, who took the time to invest in me, giving me the incentive to focus again upon a new horizon – this time in Milan.
Italy:
My wide range of experience was further enriched in Milan where I trained and taught Business English as a Language Consultant at Janssen & Cilag. I prepared executives of the company for the Business English Cambridge (BEC) exams, in which my students achieved exceptional results.
India:
At The British School in New Delhi, I taught IGCSE English Language, Literature and IB English B. I was also appointed as Student Support Coordinator, which involved overseeing ESL/EAL, SEN and G&T students, ensuring that their specific learning needs were addressed and monitoring enhanced performances. During this period, I also qualified to undertake assessments in both IGCSE Language and Literature from the University of Cambridge (International Examinations) in accordance with CIE regulations.
Slovenia:
Our final posting was perhaps the most productive. I was appointed in charge of KS3, EAL Coordinator and overseeing IGCSE and GCE A Level students, to augment their performance as examination candidates. Under the shared vision and impeccable collaboration of the Head of Secondary School, I was able to incorporate ideology and pedagogy through a personal methodology. This was based upon the students focusing on self- and peer assessment and reflection upon their performance, monitored and guided through Attainment Targets, Criteria Targets and, most importantly, Achievements. A holistic approach, it was fruitful, productive and widely appreciated.
India:
Post retirement, I was appointed Advisor Consultant to Bridge International School, Kolkata, where my planned interventions, policy papers, teacher training, appraisals, student monitoring, and examination preparation policy are some of the practices still followed and have been commended whole-heartedly.
I continue to interact with world class educators in policy pedagogy and methodology within the International Baccalaureate framework
5) What is your teaching philosophy?
My teaching experience includes mainstream English, homeroom teaching, National Curriculum, Cambridge, IB and IBPYP. I have the qualifications, ability and experience to teach English as a Second Language to Secondary students as well. My work experience is a mere statistical outline: my performance is my ultimate credibility. As an Asian teacher, I have based my teaching experience on the philosophy that the teacher is the best resource in a classroom, but am able to avail of sophisticated resources, having taught in the first, second and third worlds. My target within the classroom is to create an atmosphere that is cheerful, disciplined, cohesive and conducive to learning.
I attach great importance to collaborating with my colleagues. I have considered myself a team member of every teaching faculty I have been a part of and I act in accordance with that belief. Working together with fellow teachers is not only important for my development as an educator, but is also crucial for furthering the understanding of my students. I also recognise the importance of role models in the process of educating students and consequently, I believe that it is imperative that I inculcate in myself the qualities delineated in the Learner Profile in order to serve as an example to the students I teach.
I consider education as the ultimate gateway to personal emancipation and discovering and sustaining one’s true identity. It enables us all to be truly global and bequeaths upon us the unique gift of empathy.
6) You recently wrote a book titled Pilgrimage, a book of poems and the social development of a girl child. What inspired you to write this? What is the message you are hoping to convey to readers of your book?
As a critical thinker, I would say I wrote Pilgrimage as a tribute to life, a many splendored thing. In all honesty, Pilgrimage was born of pain, a holocaust, a walk through fire. Being publicly slandered on a public platform without provocation by a relative, I suffered trauma, resulting in a meltdown if not a breakdown. The narrative of pain found solace through Sunita Paul of AABS Publishing House, Kolkata, who appeared as an angel of mercy and cajoled me into writing and publishing. The rest followed as a process of healing, understanding, determination and closure.
Upon reflection, I am grateful for what transpired, as it assisted me in the following: Celebrating Sarvajit, my daughters Ananya and Aparupa. Secondly, celebrating myself through the immortal words of our former Foreign Secretary Nirupama Rao, through her “words that sing”. Her outstanding Foreword will remain the epiphany, the ultimate fruition of realizing that mine was a life well spent. The sheer objectivity of the text, the impeccable word choices, the unique absence from the telling, allowed me to regain composure, confidence and celebrate freedom from human bondage. A role model, she has been exemplary.
To conclude, YES, I have bared myself, embraced nudity, transparency, stripped myself of all illusion and poured my soul into Pilgrimage. The path trodden by many, but each pilgrim unique, separate, disparate in this charade of community and celebration.
7) What is the message behind the book?
The first line of Pilgrimage is “Ordinary describes me best”. Knowingly or otherwise, I have tried to promote hope amongst a myriad others like me, representing the largest cross-section of civilization, that “If I can, so can you”. A team player, I hope the flicker of hope finds a candle, ignites itself, splutters and becomes a flame that will in turn light a million other candles, proving the age-old axiom –“All is not lost, the indomitable will…”
8) As a dreamcatchers platform, we have to ask, what is your future dream / vision for your life?
My dreams are realistic, yet I believe,” a man’s reach should exceed his grasp, or what’s a heaven for?” I believe I would like to continue to teach and write, but remain open to suggestions.
The extension of this philosophy will be explored in my next book, Bureaucracy and Bidisha.
For the rest, “man proposes, God disposes. I bow to the will of the Omnipresent, for I know “God’s in His Heaven, All’s right with the world”.
Thank you Rupa for sharing your exciting story with us! We are excited to have you in our global women’s network!
Bio: Mrs Rupa Chakravarti -- spouse of retired Ambassador Sarvajit Chakravarti, a career diplomat and former Secretary to the Government of India -- is a prolific, multi-faceted persona. She graduated with English Honours from Presidency College, Kolkata, followed by a Masters degree in Education and accreditations from Cambridge University as Examiner in both English Language and Literature.
Mrs Chakravarti has been an internationally celebrated teacher, having taught English language and literature at KG-Class XII levels at international schools in New Delhi, Dhaka, Windhoek, The Hague, Rotterdam, Moscow, Brussels and Ljubljana. Her expertise includes teaching English in Primary, Middle School, IGCSE A-levels and IB English B. She has also served as a Language Consultant in Business English to multinational corporations like Janssen-Cilag in Milan. As a trained ESL teacher, she has served as Coordinator in several international schools globally. She has been Advisor-Consultant to the Bridge International School in Kolkata to upgrade their teaching and academic management practices to conform to best international standards.
Apart from her valuable work in the world of academia, Mrs Rupa Chakravarti is an immensely talented poet, writer, artist, singer and choreographer. She has performed for Indian embassies in Dar-es-Salaam, Dhaka, Windhoek, Moscow, Brussels, Ljubljana and for our Consulate General in Milan. A true patron of the arts, she is both devoted and discerning about upholding quality in culture and heritage. Mrs. Chakravarti is an integral and important part of the city’s art and cultural milieu.
