Role of Islam in Practical Life amongst Some Young Swiss Muslim Adults: A Focused Ethnographic Analysis

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.  

A Study of Formative Assessment Strategies in the Teaching of Mathematics in a Private Primary School in Karachi, Pakistan

Assessment is an indispensable component in any learning institution, be it formal or informal. Without assessment it is hard to know the strengths and weaknesses of both teachers and students in teaching and learning. The ultimate aim of any institution of learning is progress and it cannot be attained unless there is assessment. However, not all forms of assessment can bring about progress. Improvement in the teaching-learning process for the benefit of both teachers and students is always at the centre of formative assessment (Black &Wiliam, 1998). I designed this study to develop an in-depth understanding into the use of formative assessment strategies in the teaching of mathematics. This study took place in a private primary school in Karachi, Pakistan. It was conducted in classes four and five. I used a qualitative design of research, in which classroom lesson observations, post observation conferences, interviews and review of documents served as tools of data collection. Research participants were mainly teachers and students. I also got supplementary information from the head teacher to have a holistic picture of the whole study with regard to assessment practices in the school. The findings revealed that there were a number formative assessment strategies used in the teaching of mathematics at the time of the study. The assessment strategies that were being used at the time of data collection were: questioning, marking and feedback, review of the previous work, and end-of topic tests. It was also found that there were facilitating and constraining factors that affected the use of formative assessment. I conclude with recommendations for the school administrators and teachers of the school in which the study was conducted. I also propose further studies in the same area of research community, with special focus in developing countries to see how effectively formative assessment can be applied.