Language Localization of Foreign Dramas in Pakistan: Transmogrifying Cognizance Against Zealotry and Bigotry

Language localization codes modern world to dilate trade and surplus. Capitalists approach far off markets by localizing their products to tantalize autochthonous consumers. Creative arts are immensely influenced by dubbed localization. Films and dramas are dubbed and localized in target cultures and languages to amplify the global market. This is proliferating a hybrid popular culture. Localization can be adapted as a tool to educate people and to broaden their approach towards life. This paper is exploring positive impact of localized foreign dramas in conservative and hidebound societies. This study presents a basic survey of culturally and linguistically sensitive localization of foreign dramas and its clout on Pakistani society. Three dramas from different cultures and ethnicities have been selected to analyze the power of localized visual arts to influence the thought of masses. The Korean drama “Dae Jang Geum, A Jewel in the Palace”, The Iranian drama “Roz e Hasrat” and the Turkish drama “Fatima Gul Mera kasur kia ha” are part of this study. This paper focuses on two basic questions. How localization influence a target culture in this global \capitalist world? How can we apply this power of localization to reduce bigotry in Pakistani society?

The Headteacher’S Role in Motivating Teachers to Work in a Secondary School Facing Adverse Circumstances

The teachers in public sector school, in most of the developing countries, are working in challenging circumstances in terms of lack of physical resources. In Pakistan, the situation is not different. In most of the public schools in Pakistan, the teachers are confronted with lack of physical resources which has contributed to a large extent in their demotivation towards their work. Recent studies also point out that it is only the teachers' working context which motivates or demotivates them. The research also recommends for the exploration of factors within the school context, which can contribute to teacher motivation. Research assumes that when teachers' work context is conducive for their motivation, then they are motivated. Literature considers that the head teacher can create an environment in the school through his/her influential role, which motivates teachers towards their work. This small scale qualitative case study was conducted for exploring the role of the head teacher in motivating teachers to work in a school facing adverse circumstances. The study had four research participants that is, the head teacher and three teachers. The study was conducted in a secondary school run by a Trust, with little or no physical resources, yet the teachers were found to be motivated. The head teacher was found motivated towards making the school environment appealing for the teachers. The school environment comprised a clear vision, both for the whole school and individual teachers. The vision of the school was well-conveyed to the teachers by the head teacher, who encouraged the teachers to set their individual goals. The head teacher’s approach heartened teachers to work collaboratively towards the achievement of their goals. He also involved teachers in decision making and empowered them as autonomous professionals. He developed friendly relationships with the teachers and appreciated their efforts. The study found the lack of physical resources as a big challenge for the head teacher in motivating teachers. However, the head teacher’s role of standing by the teachers in any kind of situation and leading by setting a personal example enable him to deal with these challenges and this also made the teachers stand by him in any kind of situation.