اک شخص مرے دل میں سماتا چلا گیا
اور پیار کی وہ جوت جگاتا چلا گیا
تیرِ نظر وہ ایسے چلاتا چلا گیا
گزرا جدھر جدھر سے گراتا چلا گیا
میں ناسمجھ تھا پیار کے دھوکے میں آ گیا
دلِ پر سکون کو آگ لگاتا چلا گیا
ساقی کا ظلم دیکھیے کہہ کر مجھے شراب
ہر جامِ میں وہ زہر ملاتا چلا گیا
تائبؔ نے ایک روز جو یاروں کے درمیاں
چھیڑی تھی داستاں تو رُلاتا چلا گیا
Contemporary secular Switzerland has been polarised by more than two decades of anti-Muslim sentiments, conveyed through misrepresentative narratives by some politicians and media, ‘otherising’ Islam and Muslim-related issues. This polarised environment may have triggered ambivalent impacts on the personal development of Swiss-born Muslims Consequently, I suggest that they live in an ambivalent position, where their status as Muslim is not fully acknowledged and their belonging to Switzerland still questioned. Indeed, this article will explore the following research question: How do some young Swiss-born Muslim adults construct their subjectivities and experiences linked to Islam in their daily lives in contemporary Switzerland? The research methodology of this focused ethnography draws on various semi-structured interviews and informal conversations with several young Swiss Muslim men and women. The paper focuses on (a) Switzerland’s socio-cultural and political context and (b) the various ways this study’s research partners construct their ambivalent subjectivities through the analysis of their individual trajectories and narratives. It concludes that young Swiss Muslim adults formulate and produce alternative narratives, in order to make sense of their lives and accommodate various layers of identification in contemporary Switzerland. Eventually some recommendations for further research are formulated.
The focus of this study was to help teachers develop an understanding of teaching essay writing through the writing process at the lower secondary level. Two language teachers of the lower secondary level participated in the study. The research study comprised of three stages, the exploratory stage, the intervention stage and the post-intervention stage. After getting the baseline data from the exploratory stage I intervened in various ways, such as sharing literature, giving teachers hands-on practice, involving them in lesson planning, team teaching and initiating discussions during and after each intervention. The purpose of this intervention was to help teachers in making a shift from product to process-oriented writing. The findings of the post- intervention phase reveal that teachers needed more time to develop an understanding of the new learning. Writing Process was found to be a useful strategy but it was difficult to fit it into the existing situation. The problems that were found to be significant was the load of syllabus completion which was making it difficult for teachers to implement Writing Process in essay writing classrooms. Writing Process helped in developing learners' essay writing skills provided sufficient time was allocated for writing. Implications for teachers and teacher educators is also discussed.