If you don't know anything about the subject matter or the area where the film is based (Dolpo and Humla) then the film will come across very well - poignant, with a strong story line and a strong message. such a strong message that I understand many dipped in their pockets to fund the Kathmandu based Snowlands School which during the filming was damaged by the Nepal earthquake of 2015.
The problem is that the film is based on a false premise - a falsehood that is explicitly expressed in the film - that there are NO schools in the Dolpo and Humla areas. This is the reason that families gave up their children - many of who were as young as 4 - to be sent far away to Kathmandu. these children were to never see their families again until funding was provided from them to return. It is this return journey after around 10 years of not seeing their families that is the basis of the film. The film is very effective at highlighting the emotional anguish this inevitably caused among the children and their complete dislocation from their culture and families. The children return, urbanised and westernised - they admit openly their shock and even disgust at the rural areas and show the difficulty of even communicating with their families (they appeared more fluent in English than they are in the Tibetan dialect spoken by 2 of the 3 children's families). It was clear none of them will ever return to live with their families - one child even says that the rural areas were 'hell' while Kathmandu feels like 'heaven' - the words of someone suffering culture shock. The film only marginally touches on the incredible and rich culture and heritage of this area - focusing more on mud and squalor (mud which is not that usual apart from during the monsoon and after snow melt)
The reality is that there ARE schools in Humla and Dolpo. Some are state run and pretty poor - but there are also a number that are supported/supplemented by funding such as the Tapriza Schools of Dolpo (Swiss supported) which are very well set up and run their terms to coincide with the lives of the seasonally nomadic familes of the area. There are similar schools in Upper Dolpo, and the Tarap Valley. These schools teach children not only Nepali and English but also the local Tibetan dialect and they help children recognize their culture and maintain links with their families and communities. These are the schools that need further support NOT the Kathmandu mountain schools which cause unnecessary trauma and dislocation to children. In later years, teenagers can get scholarships from the Dolpo schools to study in Kathmandu - but after they have properly connected with their families and culture.
I would like to give the film crew some benefit of the doubt that they were just woefully bad at researching the theme (mountain education) and failed to pick up on this lively debate about taking children out of communities for education versus investing in education in their locations. Nevertheless, I think there is unfortunately evidence that the film is actually willfully misleading. It is clear that at least one cameraperson followed the children on part of their journey - and for Nima from Upper Dolpo this cameraman definitely traveled as far as Lake Phoksundo. On the path they travelled - Nima, his companions and the film-maker would have effectively passed through Tapriza school at Sanduwa - they could not miss it. This school is well set up and run (I spent time there 6 months after this film was shot so can assert this with 100% confidence). adnmitedly they needed to expand because demand outstripped supply but this was something they were working on (and has now happened to some extent).
Mountain schools in a distant city that pluck very young children from their homes, families, communities and culture and set up a situation where children will not see their familes for a decade or more might arguably have a place when there is absolutely no option (although I even question that). They certainly do not have a place when there are other better options - funding should go to the true mountain schools of Dolpo and Humla not the Kathmandu Schols that this film so effectively promotes. Please don't be hoodwinked by the misinformation and false message of this film.
The problem is that the film is based on a false premise - a falsehood that is explicitly expressed in the film - that there are NO schools in the Dolpo and Humla areas. This is the reason that families gave up their children - many of who were as young as 4 - to be sent far away to Kathmandu. these children were to never see their families again until funding was provided from them to return. It is this return journey after around 10 years of not seeing their families that is the basis of the film. The film is very effective at highlighting the emotional anguish this inevitably caused among the children and their complete dislocation from their culture and families. The children return, urbanised and westernised - they admit openly their shock and even disgust at the rural areas and show the difficulty of even communicating with their families (they appeared more fluent in English than they are in the Tibetan dialect spoken by 2 of the 3 children's families). It was clear none of them will ever return to live with their families - one child even says that the rural areas were 'hell' while Kathmandu feels like 'heaven' - the words of someone suffering culture shock. The film only marginally touches on the incredible and rich culture and heritage of this area - focusing more on mud and squalor (mud which is not that usual apart from during the monsoon and after snow melt)
The reality is that there ARE schools in Humla and Dolpo. Some are state run and pretty poor - but there are also a number that are supported/supplemented by funding such as the Tapriza Schools of Dolpo (Swiss supported) which are very well set up and run their terms to coincide with the lives of the seasonally nomadic familes of the area. There are similar schools in Upper Dolpo, and the Tarap Valley. These schools teach children not only Nepali and English but also the local Tibetan dialect and they help children recognize their culture and maintain links with their families and communities. These are the schools that need further support NOT the Kathmandu mountain schools which cause unnecessary trauma and dislocation to children. In later years, teenagers can get scholarships from the Dolpo schools to study in Kathmandu - but after they have properly connected with their families and culture.
I would like to give the film crew some benefit of the doubt that they were just woefully bad at researching the theme (mountain education) and failed to pick up on this lively debate about taking children out of communities for education versus investing in education in their locations. Nevertheless, I think there is unfortunately evidence that the film is actually willfully misleading. It is clear that at least one cameraperson followed the children on part of their journey - and for Nima from Upper Dolpo this cameraman definitely traveled as far as Lake Phoksundo. On the path they travelled - Nima, his companions and the film-maker would have effectively passed through Tapriza school at Sanduwa - they could not miss it. This school is well set up and run (I spent time there 6 months after this film was shot so can assert this with 100% confidence). adnmitedly they needed to expand because demand outstripped supply but this was something they were working on (and has now happened to some extent).
Mountain schools in a distant city that pluck very young children from their homes, families, communities and culture and set up a situation where children will not see their familes for a decade or more might arguably have a place when there is absolutely no option (although I even question that). They certainly do not have a place when there are other better options - funding should go to the true mountain schools of Dolpo and Humla not the Kathmandu Schols that this film so effectively promotes. Please don't be hoodwinked by the misinformation and false message of this film.
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