مولانا آزاد سبحانی
افسوس ہے پچھلے دنوں مولانا آزاد سبحانی کا۷۵ برس کی عمر میں گورکھ پور میں انتقال ہوگیا۔مرحوم کااصل نام عبدالقادر اوروطن سکندر پور ضلع بَلیاتھا۔ادھر ایک مدت سے گمنامی کی زندگی بسر کررہے تھے۔ورنہ تحریکِ خلافت کے زمانہ میں پورے ہندوستان میں ان کی شہرت کاطوطی بولتا تھا۔فلسفہ والٰہیات کے فاضل تھے۔ خطابت وتقریرمیں بعض حیثیتوں سے اپنا جواب نہیں رکھتے تھے۔ شاعر بھی تھے۔مرحوم کی ایک غزل بچپن میں کبھی پڑھی تھی جواب تک یاد ہے:
پیام آیا ہے پیمانِ جفا کا
یجہ کھل گیا جوشِ وفا کا
نِکل آؤ ذرا پردہ سے باہر
عقیدہ مٹ رہا ہے اب خدا کا
مزاجِ لااُبالی اور جوانی
خدا حافظ ہے ناموسِ حیا کا
خدا پر چھوڑ دو انجامِ کشتی
قدم کیوں درمیاں ہو ناخدا کا
حدیثِ ضبط پروانہ ہے بے وقت
زمانہ ہے فغانِ برمَلا کا
ترا آزادؔ پھر پابندِ غم ہے
ہ پھر محتاج ہے لطف و عطا کا
لیکن افسوس ہے اپنی صلاحیتوں اورکمالات سے اسلام اور مسلمانوں کو جو فائدہ پہنچا سکتے تھے اپنی طبیعت کے عدم استقلال اور تلون کی وجہ سے نہ پہنچا سکے۔ بحیثیت مجموعی بڑی خوبیوں کے انسان تھے۔الّٰلھم اغفرلہ وارحمہ ۔
[اگست ۱۹۵۷ء]
This paper is formulated under the conceptual framework of Gayatri spivak’s theory of Can Subaltern Speak? And explores the potential permeability of visual resources as a form of discourse through which subalterns found opportunity to counter media hegemony and make their voices heard. In order to analyze the selected graphic novel Munnu: A Boy From Kashmir (2015) the present qualitative study applies Grunter Kress and Theo Van Leeuwen’s model of visual design (2010) that connects the representational meaning to the interactive one. The analyst reflected upon how the interplay of visuals images and words together displayed the theme of Kashmir’s subjugation as well as how this genre has proved supportive to author to counter the said hegemony. Hence, the study found consent, political domination and media control as the broad elements that can be seen in the novel and also the study concludes that counter hegemony is possible through such literary genres, as the novel’s narrator has communicated those aspects of hegemonic situation in Kashmir to a large audience through literary discourse of graphic novel genre that are chiefly absent from mainstream media’s treatments of the Kashmir’s conflict. ______
Teachers beliefs and their implicit theories about their students intelligence, abilities and the ways in which they learn, determines their approach to teaching. Many teachers in Pakistan conceive intelligence as an ability possessed by a few individuals in their classrooms. This notion has lead to teacher's categorisation of their students according to their cognitive abilities. On the other hand, teachers play an active role in transmitting knowledge to the students through passive participation and rote learning. This makes student receivers of knowledge rather than potential users and producers of knowledge. This case study, therefore, explores a teacher's belief about the notion of intelligence and her classroom practices in which the teacher engages. It also studies the implications of these beliefs for her classroom practices. Finding reveals that the teacher had certain beliefs and conceptions about the ability and intelligence of her students and the way they learn. These beliefs have implications for teachers' attitude and behaviour towards different ability groups, their classroom interaction and feedback to their students, the use of pedagogical content knowledge, and their students self-image. The study also reveals that there is a relationship between teacher's beliefs and her practices. This relationship is hindered sometimes by other factors in her workplace. By engaging the teacher in critical reflection on both her beliefs and her practices, the teacher was able to re-conceptualise the implications of her conceptions of intelligence and slightly changed her practices in the classroom. These changed practices brought significant changes in the teachers attitude and students learning which made the teacher re-conceptualise many of her beliefs and conceptions about intelligence.