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Socio-Cultural Consequences of Cultural Idneityt Dispute in Pakistan, S Saraiki Region

Thesis Info

Author

Tahir Abbas Pd Dr. Andrea Fleschenberg Dos Ramos Pineu

Department

Department of Pakistan Studie, QAU

Program

Mphil

Institute

Quaid-i-Azam University

Institute Type

Public

City

Islamabad

Province

Islamabad

Country

Pakistan

Thesis Completing Year

2014

Thesis Completion Status

Completed

Subject

Pakistan Studies

Language

English

Other

Call No: DISS / M.PHIL / PAK/ 260

Added

2021-02-17 19:49:13

Modified

2023-02-19 12:33:56

ARI ID

1676719028591

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مولانا الحاج عبدالرحمن

شمس العلماء مولانا الحاج عبدالرحمن
ارباب علم وادب کے حلقہ میں یہ خبر بھی افسوس اوررنج کے ساتھ سنی جائے گی کہ بروزجمعہ ۳۰/جولائی کوصبح چاربجے شمس العلماء مولانا الحاج عبدالرحمن سابق صدر شعبۂ عربی وفارسی دہلی یونیورسٹی نے کراچی میں وفات پائی۔ مولانا تقسیم سے کچھ پہلے سے گوشہ نشین ہوکر بیٹھ گئے تھے۔ورنہ ایک زمانہ میں ان کی بڑی شہرت تھی اورادارۂ معارف اسلامیہ اور اورینٹیل کانفرنس وغیرہ علمی انجمنوں کے جلسوں میں ان کے مقالات کی دھوم ہوتی تھی۔ طرزقدیم کے تعلیم یافتہ تھے۔ فارغ التحصیل ہونے کے بعد اوّل لاہور میں کوئی معمولی ملازمت کی اوروہیں کے قیام کے زمانہ میں’’پیسہ اخبار‘‘کے لیے مقدمہ ابن خلدون کااردو ترجمہ کیا۔ اس ترجمہ کوشایع ہوئے کچھ دن ہی ہوئے تھے کہ دہلی کے سینٹ اسٹیفنس کالج میں عربی لیکچرر کی جگہ خالی ہوئی۔مولانا نے یہ سمجھ کر کہ اس جگہ پرکسی ایم۔اے کا ہی تقرر ہوگا خود کوئی درخواست نہیں بھیجی۔لیکن مولانا کے ایک دوست نے ازخود مولانا کی طرف سے درخواست لکھ کردلّی روانہ کردی اوردرخواست کے ساتھ مقدمہ ابن خلدون کے اردو ترجمہ کاایک نسخہ بھی منسلک کردیااس کے بعد کالج کی انتخابی کمیٹی کاجلسہ ہوا تواس کے ایک ممبر مولوی نذیر احمد دہلوی مرحوم بھی تھے، ظاہر ہے کہ ترجمہ ابن خلدون کاقدردان مولوی صاحب سے بڑھ کراور کون ہوسکتا تھا۔انھوں نے جب اس کودیکھا توپھڑک گئے اورکمیٹی سے کہا کہ اگرچہ امیدواروں میں بڑے بڑے ایم۔اے اورپی ایچ۔ ڈی ہیں لیکن عبدالرحمن کوکوئی نہیں پہنچتا۔ آخر مولوی نذیر احمد مرحوم کی رائے پرہی فیصلہ ہوگیا۔اب مولانا کو لاہور میں اچانک تقررنامہ ملاتوسخت حیرت زدہ ہوئے بعدمیں ان کو اصل واقعہ کی پوری صورت حال کا علم ہوا۔بہرحال مولانا یہاں تشریف لے لائے اورآخر تقریباً تیس سال کی ملازمت کے بعد ۱۹۳۹ء میں کالج سے بڑی عزت وناموری کے ساتھ سبکدوش...

Negotiating the Pre-9/11 Muslim Identity in Reluctant Fundamentlist and Home Boy

This paper critically analyses pre-9/11 diasporic identity of Muslims living in the US as immigrants or expatriates depicted in The Reluctant Fundamentlist (TRF) and Home Boy (HB) authored by minority outgroup Muslims (MO). The pre-9/11 identity and image of Muslims has exacerbated from erotic, primitive, barbaric, ignorant, close-minded and semicitizen to maddened, fundamentalist, blood-thirsty and terrorist after the attacks. The study attempts a textual analysis of the novels in the light of Rosenau’s model (2003) of diasporic acculturation process and social identity theory (ST). Given this stereotyping, this study endeavours to dissect the pre-9/11approach Muslims immigrants adopt to negotiate their religious identity in the hostland: whether they are fanatic and diehard separatist or they are moderate and assimilative into the enlightened values of the West. Opposite to popular assumptions, the protagonists have been found very much assimilative and adoptive to the host culture and also adhere to their homeland culture as well.

Teaching of English in the Elite Schools of Islamabad: A Case Study

The present research was conducted to examine the socio-cultural dimension of English language teaching in Pakistan in terms of identity construction of learners, the possibility of a language shift and social segregation in society. The position of English is compounded within its historical background, its global importance and Pakistani society's perceptions regarding its value. State policies of language and education have implicated English in power structures which have led to the emergence of private elite institutions. These institutions reflect the dual relationship between English and Pakistani society: on the one hand they are based on society's assumptions regarding English and on the other they help to establish these assumptions on the socio-cultural level. Societal attitudes regard teaching and learning of English as highly desirable based on its power to confer economic and social rewards and as the only means to access higher education. Private English medium schools fulfill the elite demand for quality English medium education but exclude the majority because of the expenses involved. This has created a situation of inequality, which impacts not only educational opportunities but also distribution of economic rewards which depend on literacy in English. These institutions contribute to elitist domains of power which has resulted in a very limited vertical, social and economic mobility. The research findings indicate that English language teaching has become a major cause of estrangement between various social strata. Teaching of English in Pakistan is traditionally supplemented with English literary texts which are usually culturally and ideologically loaded. Combined with center-based curriculums and pedagogies, the texts' message could influence learners' identity and subjectivity. Learners could be influenced by the world views impounded in them and combined with the westernized environment and the emphasis on English as the only language within the school, these features could collude to implement a hidden curriculum of acculturization. The hybrid identities which would emerge would be a western-oriented youth, who would be empathetic with western cultural norms and would hold their own languages and cultures in low esteem. The present study attempts to bring awareness about the present ELT practices in the elite schools. It is grounded in theories of language policy and planning, structuralism, postmodernism and deconstruction. Being a sociolinguistic inquiry, it draws on quantitative and qualitative data from stake holders in education and analyses it against documentary evidence. Based on research findings which indicate linguistic assimilation and a language shift towards English, the recommendations include changes in policies related to English pedagogies, teacher training and the regularization of private schools.