28. Al-Qasas/The Narratives
I/We begin by the Blessed Name of Allah
The Immensely Merciful to all, The Infinitely Compassionate to everyone.
28:01
a. Ta. Sin. Mim.
28:02
a. These are the Messages of the Clear Book - The Divine Qur’an.
28:03
a. WE are going to recount to you some of the narratives of Moses and Pharaoh truthfully, for a people who believe.
28:04
a. Indeed, Pharaoh exalted himself in the land of Egypt, and
b. divided its citizens into different ethnic and social factions,
c. seeking to oppress one faction among them - Descendants of Jacob – and depriving them of all human rights and civil liberties,
d. and, slaughtering their baby-boys at birth, while sparing their women/baby-girls.
e. He - Pharaoh - was truly of the oppressors and tyrants.
28:05
a. However, WE wanted to empower those very people who were being oppressed in the land
of Egypt – Descendants of Jacob, and
b. to make them the leaders and to make them the inheritors.
28:06
a. And to empower them in the land by giving them political power and religious authority,
b. and to show Pharaoh and Haman and their armies - through them - the very thing that they had dreaded - and trying to prevent.
28:07
a. And so when Moses was born, WE inspired Moses’ mother by saying that:
b. ‘Keep breast feeding him as usual, but when you fear for his life, then put him afloat into the River Nile,
c. and, once you have done so, then do not fear and do not grieve for he will be saved.
d. Surely WE...
The topic of this research is “Preferences of Qazi Sana Ullah Pani patti in Tafseer of Surah al Fatiha, and these preferences are taken from his famous book of tafseer, named: “Tafseer al Mazhari. Qazi Sana Ullah Pani Patti is one of the most eminent scholars of Tafseer in sub-continent. He belongs to the progeny of Usman R.A. He was born in PaniPat and got his early education there. Then he travelled to Dehli for higher education of that time. His teachers include: Abdul Raheem al Umari al Dehlvi, Muhammad Abid al Sinami, Sheikh janjan al Dehlvi. Among his famous books are followings: Al Tafseer al Mazhari, Mabsoot, Al saif al Maslool, Irshad ul Talibeen, Tazkira tul Mota, Haqeeqa tul Islam, and many other books. In this research I will discuss preferences of Qazi Sana Ullah with reference to two major types of Tafeer i.e Tafseer bil riwayyah (narration) and Tafseer bil dirayyah (sound reasoning).
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.