Can the Subalterns Sketch? A Critical Semiotic Analysis of the Novel‘ Munnu: A Boy from Kashmir’

This paper is formulated under the conceptual framework of Gayatri spivak’s theory of Can Subaltern Speak? And explores the potential permeability of visual resources as a form of discourse through which subalterns found opportunity to counter media hegemony and make their voices heard. In order to analyze the selected graphic novel Munnu: A Boy From Kashmir (2015) the present qualitative study applies Grunter Kress and Theo Van Leeuwen’s model of visual design (2010) that connects the representational meaning to the interactive one. The analyst reflected upon how the interplay of visuals images and words together displayed the theme of Kashmir’s subjugation as well as how this genre has proved supportive to author to counter the said hegemony. Hence, the study found consent, political domination and media control as the broad elements that can be seen in the novel and also the study concludes that counter hegemony is possible through such literary genres, as the novel’s narrator has communicated those aspects of hegemonic situation in Kashmir to a large audience through literary discourse of graphic novel genre that are chiefly absent from mainstream media’s treatments of the Kashmir’s conflict. ______

A Mentors and a Mentees Perceptions of the Mentoring Process As a Tool for Professional Development

This study is based on the exploration of a mentor's and a mentee's perceptions about the process of mentoring as a tool for the professional development of novice teachers. The novice teachers find it difficult to adjust in a new school due to lack of experiences and unfamiliarity with the school culture. At this stage, a beginner teacher needs support and guidance of the senior/experienced teachers in order to overcome the initial days' challenges of teaching and learning in the school. Mentoring could be introduced as an in-service professional development course, to guide and support the novice teachers in the school. During mentoring an experienced and expert teacher helps the beginner teachers to teach in a better way. To know about the effectiveness of the mentoring process in the professional development of teachers, a qualitative case study was carried out with a mentor and a mentee to explore their perceptions about the process of mentoring as a tool for the professional development of teachers in one of the private schools in Karachi. The findings revealed that mentoring contributed significantly in the professional development of beginner teachers by developing their pedagogical as well as content knowledge. Both mentor and the mentee perceived mentoring as being more beneficial, as compared to other professional development courses, because it provided them field-based support and guidance. The research findings show that time constraints, checking of lesson plans, observation/feedback, and the development of reflective skills were the major challenges faced by the mentor and mentee during the process of mentoring. The data suggests that allocating quality time and providing opportunities for mentors to be exposed to different trainings and courses could enhance the effectiveness of the mentoring process further.