The National policy of Pakistan 2009 provides the vision for education in Pakistan that is, quality education being a means for recognizing the individuals’ potential for societal development. This vision needs to be actualised in classroom learning and teaching. In a way, mathematics for social justice can provide an opportunity to individuals to implement this vision in the classroom teaching of mathematics. This study, therefore, explored the teaching and learning processes of mathematics for social justice of Grade 9 students in a school of Karachi, Pakistan. To understand the processes, an exploratory action research was conducted in the qualitative paradigm. In the study, semi-structured interviews conducted from the students and the mathematics teacher, classroom observations, the reflective diary, and the analysis of students’ work were used as data collection tools. The study has three action research cycles which in turn have eight lessons on the topic of ratio and proportions, with the integration of wastage of food at the consumption level. The study has found out that mathematics for social justice requires using critical dialogues, critical questioning and creation of critical problem-posing questions. These elements create a learning environment that improves the mathematical and social justice education scenario. First, the use of dialogue opens up a useful discussion to analyse the social issue critically. Second, questioning explores the use of mathematical concepts in understanding the social issue. Third, problem-solving questions themselves provide an opportunity to students to apply mathematical knowledge and skills and enable them to ponder on social issues and critically apply their knowledge to seek opportunities for social justice. This study can help teacher and educators to use the pedagogy of mathematics for social justice in their classroom and explore other areas of mathematics for social justice in the Pakistani context.
چئیر مین ذوالفقار علی بھٹو کا قتل سابق چیف جسٹس سپریم کورٹ کا اعتراف جرم جن ججوں نے انہیں پھانسی کی سزا سنائی انہیں قبروں سے نکال کر مقدمات چلائے جائیں ۔انہوں نے وہ ظلم کیا جس کی سزا پاکستان آج تک بھگت رہا ہے ۔
As well as per Shariah, it is admissible and some of the time even mandatory to save the devotees from the activities that might lead them towards the prohibited exercises. Consequently, the decision of denial from these kinds of exercises is called Sadd-e-Zaree'a. This is the guideline derived from the Quran and Sunnah. As Almighty Allah prohibited the devotees to say 'Raina' because this word was utilized by Jews purposely in an off-base way with underhanded aims, while, Muslims introduced their solicitations by this equivalent word in the most elevated court of The Holy Prophet (harmony and gifts arrive) for looking for effortlessness and unwinding in their concerned issues. As in Quran: O People who Believe, don't tell (the Prophet Mohammed-harmony and gifts arrive), "Raina (Be accommodating towards us)" however say, "Unzurna (Look leniently upon us)", and listen mindfully in any case. [Baqarah 2:104]. (To disregard the Holy Prophet - harmony and endowments arrive - is impiety.) Ibn Hazm in his famous book Al-Aḥkām Fī ūṣūl Al-Aḥkām has objected to the mentioned verse from which jurists have taken the argument of Sadd-e-Zaree'a. Because the Zahiri school of thought is based on the appearance of the text (Quran o Hadees). This is why Ibn Hazm Zahiri denies it (the source of Shariah), and proves that accepting the source of Shariah is an increase in religion which is in itself illegitimate as well as the opposition of the Prophet (peace and blessings of Allah be upon him). There is also the addition of items by their thoughts in Shariah. In the above article, an analytical study of the objections of Allama Ibn Hazm will be presented, explaining the sources and the arguments as to whether or not their source is Shariah.
Individual's ability to effectively cope with setbacks, persist, and overcome challenges and adversities is known as resilience. In the context of education, academic resilience among secondary school students of grade 9 Biology group can be developed through strategies, resources and supportive conditions that students, teachers, and parents can use to help reduce dropout rate and enhance motivation of students to attend schools. The study employed a qualitative research design, and a case study method to explore the perspectives of the participants. In depth, semi-structured interviews, field notes, observation checklist, snapshot of scenarios, local words (such as ta’lim-e quwwat-e bardasht) and pictures were used to engage in conversation to draw information from the respondents, regarding AR. The challenges to develop AR included, classroom size, and students own attitudes, their alienation from the academics, lack of innovation and novelty in teacher’s classroom pedagogies, and English language proficiency. Additionally, cultural and societal pressures included struggles affecting the students’ drive to become resilient both academically and generally. To cope with these multifaceted challenges faced by students, support and guidance are required to help students gain confidence and gradually improve their resilience. Without addressing these challenges, the problem of student’s dropout or staying in school without motivation to achieve, appear as an uphill battle. The implications for teachers, for parents, teacher educators, policy-makers and school leaders are many and suggest that developing students’ genuine academic resilience is a part of their overall resilience. Lastly, listening and involving students’ voices in developing their academic resilience is a central message of this study. The study presents some recommendations for future research to further explore this unexplored but vital for successful learning and living field.