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Exploring the Process of Teaching Literature Review: Possibilities and Challenges

Thesis Info

Author

Tawawalla, Huzefa

Department

Institute for Educational Development, Karachi

Program

MEd

Institute

Aga Khan University

Institute Type

Private

City

Karachi

Province

Sindh

Country

Pakistan

Thesis Completing Year

2009

Thesis Completion Status

Completed

Subject

Education

Language

English

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676727927164

Similar


In this exploratory Action Research, the teacher researcher aimed to study his own practice in supporting students engaged with some of the processes and skills required for undertaking effective literature reviews for their Masters Dissertations in an Islamic Seminary. The study aimed to understand, document and improve processes used by the teacher researcher to teach literature review to students. Eight Masters' Students, five males and three females, specializing in Islamic law, Islamic history and Arabic literature were introduced to thesis statements, theoretical aspects of literature review, argumentation analysis and evaluation of sources. These guidelines were derived from a literature review evaluation rubric designed by Boote and Beile (2005). Facilitation took the shape of nine group workshops interspersed with individualized face to face sessions with the teacher researcher to address any issues or queries raised by students. Findings of this insider Action Research were validated by multiple sources of data including reflective notes, student written work and correspondence, observation of student behaviors, collective and individual discussions with students and reflections of critical friends. Data revealed that engaging students with skills required to undertake literature reviews led to students' re-conceptualizing a literature review from randomly collating what others have said and taking literature at face value to using and critiquing sources in light of a conceptual framework. The dual format of workshops interspersed with individualized sessions led to enhanced understanding and opportunities for application of skills learnt. Language of instruction and pedagogy proved significant challenges for the teacher researcher. This study provides rare insight into the professional practice of a novice teacher of literature review trying to document and improve his craft, and contributes to the sparse research-based scholarship on teaching literature review.
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ڈاکٹر علامہ محمد اقبال

ڈاکٹراقبال مرحوم
وادریغا!دوسال کی طویل علالت کے بعد اسلام کے مایۂ ناز فرزند ڈاکٹر محمد اقبال نے بتاریخ ۲/اپریل۱۹۳۸ء لاہور میں انتقال فرمایا،اورہماری بزم علم و حکمت کوخالی چھوڑکررہ گزاے عالم جادوانی ہوگئے۔اقبال کاوجود عشقِ رسول کا پیکر تھا، اخیر عمر میں تویہ حالت ہوگئی تھی کہ جہاں’’مدینہ‘‘یا آقائے مدینہ کاذکر آیا اور بے ساختہ رونے لگے۔ ان کی شاعری کے انمول موتیوں کاخزانہ اوراُن کی زبان حقیقت و معرفت ربانی کی ترجمان تھی، ان کاقلب اسلامی سوزوگداز سے معمور اوران کادماغ حب اسلام کے نشہ سے مخمور تھا، وہ اگرچہ انگلینڈ اورجرمنی کی اعلیٰ یونیورسٹیوں کے تعلیم یافتہ تھے لیکن خمستانِ حجاز کی جس بادۂ ہوش افزا کے چند جرعے اُنھوں نے اپنی طفولیت کے ابتدائی دنوں میں لے لیے تھے اس کانشہ کم ہونے کے بجائے دن بدن بڑھتاہی گیا اورنتیجہ یہ ہوا کہ ان کی زندگی سرتاپا اسلامی سوزدگداز بن کے رہ گئی۔ اقبال نے اسلام کے دورعروج وتنزل کابہت عمیق مطالعہ کیا تھا اوران کی شاعری میں اسلام کے روشن مستقبل سے متعلق بہت کچھ اُمید افزا خیالات پائے جاتے ہیں۔ اقبال نے اپنا ترانہ اُس وقت چھیڑا جب کہ ہنگامہ غدر کے اثرات مابعد سے مسلمانوں پرانتہائی جمودوخمود کاعالم طاری تھا اوراُن کے قومی و ملّی احساسات پامال ہوچکے تھے۔ اقبال نے اپنے حیات آفریں نغموں سے اس دل شکستہ قوم کواُبھارا اورزندگی کے احساس سے پھرانہیں بھرپور کردیا۔
ڈاکٹراقبال مرحوم کی وفات حسرت آیات کاصدمہ ہمیں اس لیے بھی زیادہ محسوس ہوتا کہ آں مرحوم میں اورہمارے استاذ حضرت شاہ صاحبؒ میں ایک خاص قلبی ارتباط تھا۔ڈاکٹر صاحب علوم اسلامیہ میں حضرت شاہ صاحب کواپنا مرشد و رہنما جانتے تھے اوردل وجان سے اُن کی عزت کرتے تھے۔چنانچہ خطبات مدراس جو ''The Reconstruction of Religious Thought in Islam'' کے نام سے شایع ہوچکے ہیں ان میں ڈاکٹر صاحب نے حضرت شاہ...

نسخ القرآن و نسخ کتاب مقدس

Technically, Naskh refers to the abrogation of a religious ruling through another religious ruling involving commands and prohibitions, and, the abrogation being either through a Qur’anic statement, Hadith, or consensus of the Ummah. There can be, and has not been, abrogation of a spiritual matter, moral, historical, exhorting statements, doctrinal, or Allah's attributes. Allah said We do not abrogate a verse, or cause it to be forgotten, but substitute with one better than it or similar to it. Do you not know that Allah has power over everything?” (Al Baqarah: 106). Naskh involves two elements: naasikh (the abrogating one), and mansukh (the abrogated one). This is an important discipline for those who attempt deeper understanding of the Qur’an. There were several points of wisdom behind abrogation in early Islam. For centuries, human societies lived a certain kind of life: closer to beastly than human. Their situation could only be changed gradually. That required allowing certain things in the early stages of change and development, to be disallowed later.

State Failure and State Building in Post Conflict Societies: A Case Study of Afghanistan

This thesis attempts to contribute to the debates on the less than satisfactory outcomes of state building interventions in post conflict societies. The broad enquiry underlining this thesis has been: Why interventionist state building is unable to restore effective statehood in the so-called “failed states?” The thesis argues that the failures of current state building practice in intervened states need to be located in state failure discourses. The state failure discourses draw a Western Weberian yardstick to define and explain the phenomenon of failed states. These discourses paint failed states to be either lacking broadly, centralized state institutions for service provision, or liberal characteristics of a democratic participatory political system and a free market economy. These two explanations of state failure pre-dominate the state building debate and its practice. State building is theoretically recognized as constructing state institutions and building upon their functional effectiveness, or it is understood to encompass creation of a legitimate political order, based on popular consent and the establishment of viable and strong economy on free market principles. This understanding when put into practice assumes two main variants of state building model: state building as institution building; and state building as building of a liberal political and economic order. The thesis argues that these two variants of state building when practiced in post conflict situations produce a set of paradoxes that inhibits the attainment of desired goals. It attempts to explore the paradoxes by focusing on external attempts at building states in the Balkans, East Timor, Iraq and Cambodia. Next, it studies the post 2001 state building practice in Afghanistan within the framework of institutional and liberal paradoxes. The thesis specially focuses on the paradoxes generated from an understanding and practice of state building as institution building. It explores the institutional paradoxes at the sub-national district level in Bati Kot, Nangarhar, to study what shape these take at district level and how these prohibit achievements in state building exercises. The findings of the thesis suggest that institutional state building practice in post conflict societies generates two broad categories of paradoxes: capacity building vs. dependency; and formal vs. informal/technocratic vs. traditional. The capacity building vs. dependency paradoxes are generated because the state building intervention fails to achieve its objective of 8 restoring effective statehood in intervened settings, the avowed objective of intervention in the first place. The manner in which capacity building exercises are conducted to build formal state structures, end up making them more dependent on external help and finances. Capacity building actually builds dependency. In a similar vein, technocratic top-down exercise of building institutions, either negates indigenous governance practices, or create belated linkages with informal social and political practices. Resultantly, these either do not find acceptance among local population and end up being adhered to by few in urban centres, or create conditions of de facto influences over the de jure. The interplay between the formal and the informal, depending on context and environment and the initiative, either serves to inhibit state building goals, or promote these, but in non-orthodox, unconventional manner. Such contestations between the formal and the informal, the technocratic and the traditional makes the state building process complex and complicated for external state builders to device state building models that are more adaptive to local conditions.