Kumirmari Winter Field School 2024 : Fostering tomorrow’s researchers

Recently, I had the opportunity to travel outside of the country to attend a week-long winter field school event on a remote island called Kumirmari, situated on the Indian side of the Sundarbans.

As a beginner-level researcher, I seek the value of gaining on-field experience to truly understand the intricacies of vulnerable communities. Fortunately, as a research assistant at my university's research organisation, the Centre for Sustainable Development, ULAB, I was able to immerse myself in the daily life of a community that has encountered numerous challenges.

The Bangladeshi side of the Sundarbans has encountered numerous challenges, including the devastating cyclones Amphan and Aila, which resulted in significant casualties that continue to afflict the local community. Similarly, Kumirmari faces a myriad of challenges stemming from natural and socio-ecological factors, including the looming threat of climate change. The Kumirmari Winter Field School 2024 convened to gain insights into the situation and lifestyle of the Kumirmari community.

The inaugural Sundarbans Winter Field School 2024 took place in Kumirmari island village, Gosaba Block, within the Indian Sundarbans, from January 19th to 24th, 2024. The University of Waterloo, the Indian Institute of Technology Kharagpur, and the University of Liberal Arts Bangladesh collaboratively organised this initiative, made possible by the Social Sciences and Humanities Research Council's Vulnerability to Viability Global Partnership Grant, and funding from the Swiss National Science Foundation and the Swiss Agency for Development and Cooperation for the Solution-oriented Research for Development Project ENGAGE.

Held at Sundarban Bari and facilitated by the grassroots organisation Sundarbans Jana Sramajibi Manch (SJSM), the Winter Field School revolved around the central theme of 'Transboundary, Transdisciplinarity, and Transformation through Transitions: Socio-Ecological Resilience for Vulnerability to Viability in the Sundarbans' Riskscape'. The collaboration involves stakeholders from three projects: Vulnerability to Viability Global Partnership, SOR4D ENGAGE, and K2A (Knowledge to Action), representing diverse backgrounds. Together, they uphold the ideals of transboundary action in the Sundarbans and aim to utilise the knowledge gained from the Sundarban Winter Field School India, 2024, for practical applications in the field.

Four countries—Canada, Switzerland, Bangladesh, and India—immersed mentors and students from diverse institutional backgrounds and designations in critical theories, empirical insights, and hands-on aspects of socio-ecological research pertaining to the fishing communities of the Sundarbans delta and beyond. The Winter Field School hosted a total of nineteen mentors and students representing various institutional affiliations and roles from the aforementioned four countries.

This immersive experience extended beyond academic discourse, fostering active engagement in Kumirmari, a pivotal knowledge-to-action hub in the heart of the Indian Sundarbans Delta. Over the course of six days, the Winter Field School provided a rich environment for participants from varied backgrounds, training, and methodologies to exchange knowledge and learn collaboratively, both individually and within groups. Additionally, the school facilitated meaningful exchanges and learning opportunities through direct engagement with the small-scale inland fishing community of Kumirmari, incorporating diverse research understandings, approaches, and methodologies.

The objective of the Sundarbans Winter Field School 2024 was to foster discussions, learning, and collaboration on socio-ecological theories and applications among participants. With a focus theme, the school aimed to engage researchers, mentors, students, civil society members, and local communities in crafting on-site exchanges and learning opportunities.

Through the lens of the 4'Ts—transdisciplinary, transboundary, transition, and transformation—the participants applied various methodological approaches to their ethnographic engagement with small-scale fisheries in the Indian Sundarbans, advancing understanding and co-development of just transitions from environmental vulnerability to community viability in the remote village of Kumirmari.

Participating in initiatives like the Sundarbans Winter Field School 2024 provides invaluable experiential learning opportunities for young, beginner-level researchers. Engaging directly with vulnerable communities not only enhances understanding of complex socio-ecological systems but also fosters empathy and a deeper appreciation for the lived experiences of those facing environmental challenges.

By immersing themselves in the daily lives of communities like Kumirmari, researchers gain firsthand insights into the multifaceted impacts of climate change and other socio-ecological factors, which cannot be fully grasped through theoretical frameworks alone. This hands-on approach allows young researchers to develop a holistic perspective and cultivate essential skills in interdisciplinary collaboration, critical thinking, and problem-solving, setting a solid foundation for their future careers in sustainable development and environmental conservation.

Furthermore, Bangladeshi research institutions must organize winter schools like the one in Kumirmari to cultivate a new generation of researchers with practical knowledge and empathy for vulnerable communities. Bangladesh, being one of the most climate-vulnerable countries in the world, faces numerous environmental challenges, including cyclones, sea-level rise, and extreme weather events.

By organising such immersive learning experiences, research institutions can bridge the gap between academic knowledge and real-world applications, empowering young researchers to develop contextually relevant solutions to address the pressing issues faced by local communities. Additionally, these initiatives promote collaboration between national and international institutions, fostering knowledge exchange and capacity-building opportunities that are essential for advancing sustainable development goals in the region.

Ultimately, investing in experiential learning opportunities for researchers not only strengthens the research ecosystem but also contributes to building resilient communities capable of adapting to environmental changes effectively.

Shahriyer Hossain Shetu is a research assistant at the Center for Sustainable Development of University of Liberal Arts Bangladesh (ULAB). 

Disclaimer: The views and opinions expressed in this article are those of the author and do not necessarily reflect the opinions and views of The Business Standard