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13. Ar-Ra’d/The Thunder

13. Ar-Ra’d/The Thunder

I/We begin by the Blessed Name of Allah

The Immensely Merciful to all, The Infinitely Compassionate to everyone.

13:01
Alif. Lam. Mim. Ra’.
These are the Messages of the Divine Book – The Qur’an.
What is revealed on to you – O The Prophet - from your Rabb - The Lord is the truth.
Yet most people do not believe it to be so.

13:02
It is Allah WHO raised up the celestial realm without any visible support as you can see.
Then, HE established HIMSELF upon the Throne of Almightiness.
And made the sun and the moon subservient to HIS laws, each running its predetermined course until the Last Hour.
Thus, HE directs all matters, distinctly explaining every sign of HIS Almightiness so that you may be convinced of the meeting with your Rabb - The Lord.

13:03
And it is HE WHO spread out the earth, and placed firm mountains upon it, and running
rivers,
and made two of a pair of every fruit/plant-vegetation,
and HE covers up the daytime with the nighttime.
Indeed, these are the wonders of HIS Unique Creative Power for a people who reflect.

13:04
And on the earth, there are tracts of land adjoining one another, and yet different from one another, and
vineyards, and
sown fields, and
date-palms,
growing in clusters from a shared root or not of a shared root,
yet they are all irrigated by the same one water stream.
And yet WE favor some of its fruit in flavor and taste over others.
Surely in that are wonders of HIS Unique Creative Power for a people of understanding.

13:05
And if you...

A Diasporic Study of Cultural Identity in Ayad Akhtar’s Disgraced and American Dervish

This research studies Ayad Akhtar’s Disgraced and American Dervish to scrutinize Pak-Muslim-American hyphenated ambivalent assimilationist diaspora identity in the complicated sociopolitical institutionalized mechanism functioning behind the distorted version of global Pak-Muslim identity, which is struggling against scripted stereotypes in prejudiced American society, a place which gives no space to diaspora existence to hold on native cultural values and to retain ethno-religious profile. Western hegemonic politics of identity is not just limited to misrepresentation of Pak-Muslim identity. The present research also examines how it regulates a disfigured social profile of Pak-Muslim diaspora by managing a reflexive autonomy which entails a problematized social recognition of Pak-Muslim diaspora identity and a loathing expression of self-recognition and resultantly ensures denouncement of native identity and pushes diaspora towards the maintenance of an assimilationist Americanized identity to escape the tragedy specific to Pak-Muslim diaspora most specifically in post-9/11 scenario. But maintenance of an essentialist or monolithic identity cannot be simplified to apparent Americanized identity as the in-between state of diaspora existence by no means let it develop an essentialist Americanized identity and not even hardliner Pak-Muslim tendency works to retain its originality but it ends in a fractured and fragmented identity that keeps oscillating between two extremes to make sense of its essence or existence. Both texts hit deep into the core of the Pak-Muslim diaspora’s fragmented psyche to narrate the diasporic state of being struck between dual cultural affiliation and plurality of identity by depicting the inconsistencies it possesses. This study manages to approach the Pak-Muslim diaspora identity contextualized in the background of 9/11 and the pre-9/11 Western notion of Islamophobia in terms of fundamentalism and explores it on the dual grounds of self and social recognition. The analysis, far from any notion of fixity, manifests it, as a spectrum between extreme eastern and western divides.

The Retention of Girls in School in Pakistan

While many problems have besieged the education of girls over the years, one problem has plagued the various governments of Pakistan: getting girls to finish secondary school. Although in Pakistan all governments stipulate policies and envisage plans to provide schooling to all young people, the problem of dropping out appears to be increasing among girls. The focus of this study was to explore some ways in which the retention rate of girls in school may be maximized. However, in order to provide any measures through which this might be done, it was necessary to find out some of the reasons why girls drop out of school. Therefore, in the first instance, the study sought to investigate the factors which made it difficult or impossible for girls to complete secondary school. Different communities in Karachi were selected for this study. Because much of the previous research on female education has been focused on the rural areas of Pakistan, this study was carried out in Karachi, one of the largest cities of Pakistan. The factors which the research identified in connection with girls leaving school before completion included the following: 1. Socio-economic reasons 2. Early marriage 3. An irrelevant curriculum 4. The negative attitude of teachers The study also revealed that women have limited accessibility to education due to certain subtle, obvious or else concealed discrimination against them. In the light of the findings of this study various measures have been recommended for implementation in order to improve the retention rate of girls in school.
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