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. ______

Comparative Effects of Teachers' Transformational and Transactional Leadership Styles on Students' Academic Achievement

The study intended to compare the effectiveness of teachers’ transformational and transactional leadership styles on students’ academic achievement. The objectives of the study were: to compare public and private sector college teachers' transformational leadership style; to evaluate public and private sector college teachers’ transactional leadership style; to explore gender wise differences in public and private sector college teachers' views about their leadership styles; to measure gender wise differences in students’ views of public and private sector college about their teachers’ leadership styles; to compare relationship between teachers’ leadership styles and students’ academic achievement; to calculate gender wise differences in academic achievement of students in public and private sector. The population of the study was college teachers and students of 12th grade from public and private colleges registered and affiliated with Federal Board of Intermediate and Secondary Education Islamabad. Total 36 null hypotheses were developed. The major findings inferred from the data analysis were: there was found significant gender difference in the opinion of teachers about teachers’ transformational leadership style, male and female teachers did not show any difference of opinion about teachers’ transactional leadership styles, male and female students gave different opinion about their teachers’ transactional leadership style, students from moderate ability groups were found more concerned about their teachers’ leadership styles; the transformational and the transactional leadership styles than low and high ability groups, positive relationship was found between teachers’ transformational and transactional leadership styles with students’ academic achievement. The major recommendations of the study were: There is a need to design a complete course for teachers’ training in leadership and this course may be included in teacher training programs. Effects of teachers’ leadership styles may be investigated with reference to self-actualization of students. The teachers’ training program for in-service college teachers may be designed for development of traits of leadership and for this purpose the model proposed by the researcher may be used for designing teachers’ leadership training course.