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اساں مرنا ناہیں

اساں مرنا ناہیں

اج وی ساکوں یاد اے مرشد

پہرے دار دی گھات

یارہاں سال دی رات

پیریں اچ زنجیراں پا کے

نچدے گاندے لوگ

بلھے شاہ اساں مرنا ناہیں

وسدی راہسی جھوک

 

Islam and Woman in the Contemporary Arab World: An Interpretation of Rajaa Al-Sanea’s Girls of Riyadh from Islamic Feminist Perspective

The present position paper explores to examine Rajaa al-Sanea’s“Girls of Riyadh” (2005) from the Islamic feminist perspective. Also, the study highlights the model of western feminism epitomised in the narrative under reference, vis-à-vis the Islamic concept of feminism. Islamic feminism grants equal rights to women and ensures its implementation in the Islamic state and society, whereas Western-sponsored feminism dwells on the archetype of women’s liberalism. That, in turn, leads to an anarchic and chaotic society, because of its believing in bringing women not only equal to men but superseding them in socio-cultural positioning. In the existing situation, the novel decries phallocentric society of Saudi Arabia and aiming at replacing it by the sensate-secular feminism that believes in the undue autonomy of the women. In order to investigate the presence of overwhelming patrilineal mores, the study pursues Islamic feminism as a theoretical model and employs reader’s response technique as a methodology. More far the findings of the research are concerned, the researchers conclude that replacing the patriarchal autonomy in the said society by Islamic feminism is befitting and benefitting than to replace it by the western feminism.

Exploring Students’ Learning Experiences Shaped by the Examinations Conducted by a National Private Examination Board in Pakistan

Assessment is the driving force that is responsible for shaping the learning experiences. This research study uses Aga Khan University Examination Board (AKU-EB) affiliated school that offers both secondary (SSC) and higher secondary school certificate (HSSC) program as a case study to explore the learning experiences shaped by the high-stake examination conducted by AKU-EB. To explore this, qualitative paradigm was used comprising of semi-structured interviews, classroom observation and document analysis method. The study highlights that if the assessment is representative of the entire syllabi and does not have repetitive element it helps counter the culture of selective studies and rote memorization, also this can create a journey of learning from knowledge acquisition to life-long learning process. Further to this, data revealed that high-stake examinations invokes anxiety amongst students due to the societal pressure as these examination results are considered as the basis of ones’ career as well as good grades are considered as a social status resulting in competitions amongst family and friends. The study helps in suggesting that learning experiences can further be enriched if the societal pressures are removed as well as the atmosphere during the conduct of examination does not have the factor of newness in it, in terms of setting-up of exam centers and the hiring of invigilators. The study also recommends that assessment can be made more authentic by involving the mechanism of on-going assessment or teacher assessment component as part of the summative examination results.
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