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.

The Role of Science Learning Area Coordinators in Implementing School Improvement Through Curriculum Development Innovation: A Case Study

This study investigated the roles that the Science Learning Area Coordinators play in implementing a school improvement initiative in the area of science by a well-known school system in its schools in Karachi. The perceptions and practices of two Science Learning Area Coordinators were explored through interviews, post-lesson conferences, observations and document evidences. Moreover, the perceptions of principals and heads of both schools and the Science Program Associate were also explored. The study reveals that Science Learning Area Coordinators (SLACs) play a central role in implementing the school improvement initiative. Five major roles and responsibilities were identified as classroom teacher; mentor teacher; program developer; member of school academic management team; and a motivated learner. The study reveals that there was a significant harmony between the assigned, perceived and performed roles and responsibilities. This effective role performance can be attributed to: shared vision; involvement of teachers in curriculum planning and management; appropriating roles and responsibilities of SLACs; availability of resources; characteristics of the improvement initiative; balanced support and pressure from the school system; and personal abilities and qualities of the SLACs. The findings have significant implications for curriculum improvement planning and management.