ممتاز حسین
ممتاز شیریں پاکستان سے تعلق رکھنے والی اردو کی پہلی خاتون نقاد، تانیثیت کی علم بردار، افسانہ نگار، مترجم اور ادبی مجلے نیا دور کی مدیر تھیں۔ممتاز شیریں 12 ستمبر 1924ء کوہندو پور، آندھرا پردیش، برطانوی ہندوستان میں پیدا ہوئیں۔ ممتاز شیریں کے نانا ٹیپو قاسم خان نے اپنی اس نواسی کو تعلیم و تربیت کی خاطر اپنے پاس میسور بلا لیا۔ اس طرح وہ بچپن ہی میں اپنے ننھیال میں رہنے لگیں۔ ممتاز شیریں کے نانا اور نانی نے اپنی اس ہو نہار نواسی کی تعلیم و تربیت پر خصوصی توجہ دی۔ وہ خود بھی تعلیم یافتہ تھے اور گھر میں علمی و ادبی ماحول بھی میسر تھا۔
ممتاز شیریں ایک فطین طالبہ تھیں انہوں نے تیرہ (13)برس کی عمر میں میٹرک کا امتحان درجہ اول میں امتیازی حیثیت سے پاس کیا۔ ان کے اساتذہ ان کی قابلیت اور خداداد صلاحیتوں کے معترف تھے۔1941ء میں ممتاز شیریں نے مہارانی کالج بنگلور سے بی اے کا امتحان پاس کیا۔1942ء میں ممتاز شیریں کی شادی صمد شاہین سے ہو گئی۔ ممتاز شیریں نے 1944ء میں اپنے شوہر صمد شاہین سے مل کر بنگلور سے ایک ادبی مجلے "نیا دور" کی اشاعت کا آغاز کیا۔ اس رجحان ساز ادبی مجلے نے جمود کا خاتمہ کیا اور مسائل ادب اور تخلیقی محرکات کے بارے میں چشم کشا صداقتیں سامنے لانے کی سعی کی گئی۔ صمد شاہین پیشے کے اعتبار سے وکیل تھے۔ انھوں نے وکالت کے بعد ڈاکٹریٹ کی ڈگری حاصل کی اس کے بعد وہ حکومت پاکستان میں سرکاری ملازم ہو گئے۔ وہ ترقی کے مدارج طے کرتے ہوئے حکومت پاکستان کے بیورو آف ریفرنس اینڈ ریسرچ میں جوائنٹ ڈائریکٹر کے منصب پر فائز ہوئے۔
ممتاز شیریں نے زمانہ طالب علمی ہی سے اپنی صلاحیتوں کا لوہا منوا لیا۔ ان کی سنجیدگی ،فہم و فراست ،تدبر...
This paper explores the religious ideological basis, cultural ambivalence and a bicultural identity issues in Mohsin Hamid’s The Reluctant Fundamentalist. This Pakistani Anglophone novel carries different diasporic sensibilities. Issues related to culture, religion and its association with ideological grounds are very prominent. Elements of immigrant feelings and loss of identity are very vibrant. The writer shares migrant experience and the influence of a new culture of the host country, United States. While migrants from some of the Asian states, mainly those characterized by most recent immigrant waves, have really worse socio-economic situation than average immigrants; Pakistani people are among minorities. This research is qualitative in nature. Theories presented by Arjun Appadurai, Homi K Bhabha, and James Clifford about culture and diaspora support this research. This research is helpful to know about the concerns associated with the liminal space and issues related to identity loss, strong affiliation and recognition on the basis of religion and living with a bicultural identity.
Education is a fundamental human right and it has been recognized by international community, organizations and leaders of the world in various treaties and conventions. The Millennium Development Goals (MDGs) is the most significant which was adopted by 189 nations of the world during UN Millennium Summit in September 2000. Eight goals were set to be achieved up to 2015 wherein Goals No. 2 is directly related to Universal Primary Education. Pakistan has made various commitments at national and international level including MDGs for achieving Universal Primary Education but the latest indicators showed that Pakistan is unlikely to achieve the desired targets. The current study was designed to explore the gaps between commitment and implementation in achieving Universal Primary Education in Khyber Pakhtunkhwa. The objectives of the study were to (a) study the commitment made by Government of Pakistan at National and International level, (b) trace out the gaps between commitment and implementation, (c) analyze barriers to educational access of vulnerable children, (d) explore the role of development partners and (e) identify motivating factors and de- motivating factors in achieving Universal Primary Education. The target population of the study was consisted the policy makers and implementers involved in policy & planning formulations and implementation at federal and provincial level, the Executive District Officers of the Elementary & Secondary Education Department, Government of Khyber Pakhtunkhwa, the Development Partners of the E&SED, Government of Khyber Pakhtunkhwa and Vulnerable/disadvantaged children that were out of school in Khyber Pakhtunkhwa. Different techniques were used for data collection for different group of ixpopulation. Questionnaire was used to collect data from EDOs. The data from children and their parents, policy makers and development partners were collected through interview. The document analysis was made of the prevailing practices of the government in contrast with the National Education Policy-2009. The data collected from EDOs through questionnaire was analyzed through Mean Score. The data collected through interview were analyzed qualitatively through thematic approach. Findings of the study revealed the inadequate physical facilities, Poverty, Gender discrimination, lack of awareness, and low investment in education sectors are the major out of school factors. Corporal punishment, authoritarian role of the teachers and harsh environment of the schools discourage parents and their children to enroll and retain in schools. Parental motivation and cultural impediments for girl’s children were found dishearten. Certain initiatives have been taken by the Government including strengthening of Parent-Teacher- Councils, Independent Monitoring Units, provision of free text books etc and were found helpful. On the basis of the findings, recommendations were made for allocation of budget to education sector as committed in National Education Policy, 2009, provision of missing facilities in schools, incentives to families of vulnerable children through income support programme (conditional cash transfer) and second shift schooling with the flexibility of time and schedule for these children.