Child Labour in the Light of Quran and Sunnah

Child labor has been considered the most troubling & one of the greatest problems of great concern in the modern world, since it has not only negative effects on the child himself, but also on his family & society in general. However, it is a reality that can commonly & frequently be observed in the emerging & backward nations now a day where expropriated & evicted people take their young ones to workplaces to compete with their livelihoods. This article seeks to highlight the status of child labor & its solution in the light of Qur᾽an & Sunnah as many experts and platforms have offered their own solution. The study population consisted of scholars &the teachers/A᾽ema Kerām of religious institutions (Madrasah) of the Khyber Pakhtunkhwa Bannu, while its sample included 30 scholars & teachers/A᾽ema of different Madrasah in the Bannu District. The researcher has adopted content & methodologies of the interview from the respondents to explore this issue in detail. This study has the sole objective of: to find out solution of the Child Labour in the light of Holy Qur᾽an & Sunnah. This article summarizes the conclusion that holy religion of Muslims(Islam) strictly prohibit child labour, although allows child labour in some special cases, such as light work & character building activities which is

Role of Classroom Culture in Constructing Gendered Identities of Children at the Primary School Level

The study aimed to explore the role of classroom culture in constructing gendered identities of children at primary school level. The study was conducted in one of the co-education public sector schools in Karachi, Pakistan, in Class Five to explore its culture. An observational study within qualitative paradigm was conducted to observe teachers and students' actions, interactions and decisions in the context, as they unfolded in the natural setting. The data were collected through observation of classroom culture, focused group interviews with children in single sex and mixed groups, unstructured interviews with teachers, informal discussions with children and teachers of Class Five and the analysis of artifacts and available documents in the classroom. All these sources helped me to explore the processes at a micro-level in order to get an in-depth understanding of the role of classroom culture in constructing gendered identities of children through close observations of the actions, as well as the verbal and nonverbal communication of the key players. The study revealed that children bring powerful gender concepts from their homes and society. The classroom as a cultural site becomes a platform for them to produce and reproduce gender stereotypes. Girls get messages of femininity, whereas boys learn masculine attributes through several means, such as language, which is used for both verbal and non-verbal communication among the key players, as well as through participation in the teaching learning processes and curricular and co-curricular activities. It is the school and teachers who can challenge the gender stereotypes, because teachers can play the role of change agents in society and the schools prepare the children for their future roles and responsibilities. The study also highlights the importance of a favorable learning environment for both boys and girls by involving them in pair and group activities. Sometimes, children may be involved in games for physical and mental development and to make them social. The study evidenced that teachers treat boys and girls differently, based on gendered expectations. It points out the importance of gender awareness among the teachers to provide an equitable learning environment to strengthen the students' learning.