Host City USA: Shibpur

Sunila Kale

Prof. Sunila S. Kale is associate professor of international studies at the University of Washington. Her research and teaching focus on Indian and South Asian politics, energy studies, the political economy of development, and the history of capitalism. She is the author of Electrifying India (Stanford, 2014), Mapping Power (OUP, 2018), and “Rural Land Dispossession in China and India” (Journal of Peasant Studies, 2020). She completed her BA from the University of Chicago and her PhD from the University of Texas.

In 2020, India’s Railway Ministry announced that the railways would resurrect the practice of selling chai (tea) to its millions of customers the old-fashioned way, in kulhads, the small mud-clay cups that are meant to be used once and discarded. Prof. Kale’s Fulbright research asks whether and how policies such as the kulhad program support and reproduce modes of informal, artisanal work that persist despite developmental ideologies that have long predicted their demise. In her project, she is focusing on small-scale, labor-intensive informal production in urban India by looking at the work of traditional potters, or kumbhars, in western India.

Anita Charles

Dr. Anita Charles is Director of Teacher Education and Senior Lecturer at Bates College, Lewiston, Maine. In the past, she has taught a wide variety of ages and abilities, from first graders through adult learners, including more than ten years as a high school English teacher.

Dr. Charles has conducted many workshops on a wide range of topics, including autism, special education, digital literacies, and teaching methodologies.

As a Fulbright Scholar in India in 2016, Dr. Charles taught undergraduates and explored issues of literacy and inclusion in pre-K-12 schools. Subsequently, she engaged in research on inclusive education for children with disabilities in India.

Dr. Charles has a PhD from University of New Hampshire in the area of Adolescent Literacy. Her dissertation on digital, social, and academic literacies won two national awards. She holds an MEd from Harvard and a BA from Dartmouth College. She has published numerous articles as well as several book chapters. In 2019, she also appeared on a nationally televised ABC news special with Diane Sawyer entitled “Screentime.”

For her Fulbright-Nehru grant, Dr. Charles plans to present on topics related to teacher education, literacy, inclusion and diversity, and/or similar areas of expertise. Her philosophy is based in progressive theory, which promotes a student’s learning process as one of teacher-student interaction, discovery, and growth, through a recognition of social and cultural contexts. In India, a number of initiatives strive to improve educational opportunities, processes, and outcomes for all children. In addition to teaching, she hopes to assist a host institution in curriculum/program development, participate in meetings as an active member of the organization, engage in local community outreach, and give presentations or workshops.

Thomas Varner

Mr. Thomas Varner, Originally from Northern Indiana, graduated from the School of Engineering at the University of Mississippi with a B.Sc. in Geology in 2018. During his time as an undergraduate in Mississippi, his interest in the natural processes that shape our planet’s surface flourished while investigating the extent of uranium decay in detrital zircons to unravel the ancestral pathway of the Mississippi River. These research endeavors led to Mr. Varner receiving the Who’s Who Award at the University of Mississippi and directed Mr. Varner towards graduate research addressing water-related issues impacting societies across the globe.

Mr. Varner is currently a PhD candidate at the University of Texas at San Antonio where his research focuses the transportation of arsenic along tidally fluctuating river systems in Bangladesh, a region where millions of people are negatively impacted by elevated concentrations of arsenic in the underlying aquifers used for drinking purposes. Facets of Mr. Varner’s research have been presented at numerous conferences including the Geological Society of America, American Geophysical Union, Goldschmidt, and the International Congress & Exhibition on Arsenic in the Environment. The culmination of Mr. Varner’s research, titled “Contribution of Sedimentary Organic Matter to Arsenic Mobilization along a Potential Natural Reactive Barrier (NRB) near a River: The Meghna River, Bangladesh” was published in Chemosphere. Mr. Varner is passionate about investigating the occurrence and transportation of inorganic and organic contaminants in drinking water systems with an aim to provide options for in-situ remediation in natural environments.

Mr. Varner, as part of the Fulbright-Nehru Fellowship, is researching a naturally occurring phenomena along the tidally fluctuating Hooghly River leading to the precipitation of iron in the adjacent sediments which may protect the river and aquifer from the cross-contamination of arsenic and other pollutants. This phenomenon is known as the “Iron Curtain” and is the result of the surface water-groundwater mixing within the sediments surrounding the river. The results from this study will be compared to the subsequent findings from a similar study along the Meghna River in Bangladesh. Together, these studies will be used to develop a universal river-aquifer contaminant transport model.

Sharolyn Pollard-Durodola

Dr. Sharolyn Pollard-Durodola is a Professor in the English Language Learning program in the Department of Early Childhood, Multilingual, and Special Education, in the College of Education at the University of Nevada Las Vegas. She received a BA degree in Romance Languages from Mount Holyoke College, a MAT from Columbia-Teachers College, an MS in Developmental and Remedial Reading from City College of New York, and an EdD in Curriculum and Development with an emphasis in Second Language Acquisition from the University of Houston. Her scholarship attends to the language and literacy development of multilingual students. Central to her scholarship is developing school-based interventions, evaluating their impact on the language and conceptual knowledge development of PK-3 multilingual learners and investigating how to improve the quality of language practices that are embedded in subject area instruction (e.g., science, social studies). She has been the co-principal investigator on two IES grants titled Words of Oral Reading and Language Development, focusing on preschool language/literacy development and is the co-principal investigator for Project E3: Enhancing, Engaging, and Empowering Teachers for the Next Generation of English Learners funded by The Office of English Language Acquisition (OLEA), National Professional Development Program. She was also the Senior Researcher (Nevada) for the multi-site Project International Consortium for Multilingual Excellence in Education (ICMEE), also a National Professional Development Grant funded by OELA. These OELA grants focus on supporting general education teachers of multilingual learners via professional development approaches (e.g., eLearning, Saturday Advanced Professional Learning Institutes, My Teaching Partner coaching) with attention to the influence of teacher beliefs and attitudes on their instructional practices. She has published in peer-reviewed journals such as Early Education and Development, Early Childhood Research Quarterly, The Elementary School Journal, Language Speech and Hearing Services in Schools, The Reading Teacher, and Bilingual Research Journal.

In 2019, Dr. Pollard-Durodola traveled through India, noting its multilingual presence, which inspired her to consider how Indian teachers are able to promote multilingual learning during the early primary school years in a country where many languages, mother tongues, and dialects are spoken. She investigates how beliefs (teachers, school administrators, parents) about multilingualism (e.g., learning English, Hindi, Mother Tongue) may influence the implementation of India’s Three Language Model priorities and how the history of India’s language education policies may provide insights about current tensions. This Fulbright-Nehru projects seeks to provide insights about the factors that contribute to or hinder early childhood multilingualism in similar global settings where immigration patterns challenge educational systems to promote linguistic equity.

Farzana Hossain

Farzana Hossain is a graduate from Cornell University, having earned a bachelor’s degree with distinction in architecture. Her academic trajectory has encompassed extensive teaching and research experience, notably by serving as a teaching assistant and summer studio critic at Cornell University where she adeptly cultivated her leadership and communication proficiencies. She has garnered valuable professional exposure at renowned firms, including MASS Design Group, 3XN Architects, L’Observatoire international, and FZAD Architecture. Farzana’s research expertise centers on silt deposition and the intricate ramifications of colonial infrastructure in the Bay of Bengal; this demonstrates her unwavering commitment to comprehending multifaceted environmental and social issues. Her aspirations involve extending this research from the Himalayan watershed in Gangtok to the Bengal Basin within the Sundarbans National Park in India, as she endeavors to attain deeper insights into this intricate landscape.

The state of Sikkim in India became the world’s first “organic state” in 2003, having banned chemical fertilizers and pesticides to combat the water pollution and land degradation caused by the Green Revolution. While previous research has focused on government policies, Farzana’s Fulbright-Nehru study is examining the role of small-scale farmers and their indigenous knowledge in conserving soil and water resources. By integrating ecological design and landscape transformations with agricultural practices, the study is exploring how Sikkim’s transition to organic farming has impacted the cultivated landscape. The Rani Khola watershed in Gangtok serves as a case study, where farmers use indigenous knowledge to practice terracing and agroforestry for sustainable land management. Farzana is also documenting landscape changes and generating measured digital drawings and videos.