The DMK is making all-out efforts to build a third front well ahead of the 2027 Assembly elections, exploring the possibility of bringing together regional parties from different parts of the country.
The Congress had reportedly parted ways with the DMK, its long-time ally, and joined hands with the DMK's rival. Since then, the DMK has been critical of the Congress leadership and the Leader of the Opposition, even branding them “traitors”. The DMK has also distanced itself from the INDIA bloc, signalling that it does not want to be associated with the Congress.
The DMK is now learnt to have approached the Cockroach Janata Party as part of its efforts to explore the formation of a third front. It has also reportedly reached out to the Trinamool Congress led by Mamata Banerjee and the Uddhav Thackeray-led Shiv Sena (UBT). It remains to be seen whether the Aam Aadmi Party will also be approached as part of these efforts.
If the DMK succeeds in bringing these parties together, the move could deepen the divisions within the INDIA bloc and reshape opposition alignments ahead of the next round of Assembly elections.
Having remained primarily a regional force, the DMK appears keen to expand its national political footprint by joining hands with like-minded parties and pursuing a coordinated campaign beyond Tamil Nadu.
Senior DMK leader and Deputy General Secretary Kanimozhi Karunanidhi is learnt to be playing a key role in preliminary discussions with various parties to assess the feasibility of such an alliance.
A Journey of Three Decades Time passes faster than we realise. What feels like a journey that began only yesterday has today grown into more than three decades of a meaningful and fulfilling life devoted to education, journalism, and the empowerment of young minds. My professional journey began with journalism training in New Delhi in 1979. I went on to work as an independent journalist, drawing on my fluency in both English and Telugu. Over the years, I have edited and worked on Telugu articles in both languages, an experience that strengthened my command of language and sharpened my understanding of society, people, and contemporary issues. Yet, my principal profession and enduring passion have always been teaching. My decision to become a teacher was not merely a career choice—it was a calling. Teaching offered me the rare privilege of inspiring young minds, guiding them through their formative years, and making a lasting difference in their lives. I found immense satisfaction in simplifying complex concepts, nurturing curiosity, encouraging independent thought, and building confidence among students. Every moment in the classroom—every question, every moment of discovery, and every spark of understanding—reminded me why I had chosen this path: to empower young people through knowledge, values, and essential life skills. My teaching career began at the grassroots level as a Montessori teacher and gradually progressed to the position of Vice Principal. I had the opportunity to work in reputed educational institutions, including Dilsukhnagar Public School in Hyderabad, where I shouldered both teaching and administrative responsibilities. Although I have always considered myself, at heart, a teacher, my administrative experience enabled me to understand and contribute to the education system from a much broader perspective. For my students, I have always tried to be an approachable and dependable presence—someone they could turn to not only for academic support, but also for guidance and emotional encouragement. At the same time, I developed a reputation as a firm disciplinarian who believed that integrity, fairness, responsibility, and discipline were fundamental to education. I was also consistently appreciated for maintaining clear communication with parents and staff and for ensuring that examinations and other academic processes were conducted with transparency, fairness, and efficiency. As my career progressed, however, I began to feel that academic education alone was not enough. This realization led me to work more closely with students following the SSC and CBSE curricula, while consciously bringing life-skills education into my teaching. I came to understand that education becomes truly meaningful when it prepares children not merely to pass examinations, but to face life. Teaching emotional resilience, self-reliance, social awareness, communication, decision-making, and other practical life skills often had a deeper and more lasting impact than academic achievement alone. I saw how these skills could help students navigate challenges with greater confidence, maturity, and responsibility. My academic background provided a strong foundation for this approach. My degree in Psychology from the University of Madras helped me develop a deeper understanding of young people's minds, their emotional needs, and the influence of their family and social environments. My M.A. in Telugu with First Class from Osmania University.
