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عارف عباسی

عارفؔ عباسی
عارف عباسی بھی اﷲ کو پیارے ہوگئے، وہ اس دور کے ممتاز غزل گو اور جگر کے طرز کے کامیاب مقلد تھے، انہوں نے اپنی ظاہری وضع و قطع بھی انہی کی جیسی بنالی تھی، ان کا مکان اعظم گڑھ سے متصل ضلع ملبا میں تھا اس لئے اعظم گڑھ میں اُن کے پرانے تعلقات تھے اور یہاں برابر اُن کی آمدورفت رہتی تھی پہلے جب اعظم گڑھ آنا ہوتا تھا تو دارالمصنفین ضرور آتے تھے، اور اپنے تازہ کلام سے محظوظ کرتے تھے، مگر ادھر کچھ دنوں سے اس وضعداری میں فرق آگیا تھا، عرصہ تک اُن کی غزلیں معارف میں چھپتی رہیں، اُن کے تعزل میں بڑی لطافت و پاکیزگی تھی ابتدا میں راجہ صاحب نانپارہ کے لڑکوں کے اتالیق رہے تھے، اس لئے درباری آداب اور علم مجلس کے بڑے ماہر تھے، اُن کی عمر ساٹھ باسٹھ سال کی رہی ہوگی، ادھر کچھ دنوں سے کچھ قلبی شکایت ہوگئی تھی، اسی نے مرض الموت کی شکل اختیار کرلی، اﷲ تعالیٰ ان کی مغفرت فرمائے۔ (شاہ معین الدین ندوی،نومبر ۱۹۷۱ء)

Islāmic Perspective of Inter-Religious Dialogue: A Study of Faith Based Reconciliation

This paper intends to discuss the inter-religious dialogue and the Prophet’s engagement with the ‘Other’. Both dialogue and faith-based reconciliation provide a way to mankind by which the world will become peaceful place to live. In this violence torn world, reconciliation on the basis of faith is needed, so that unity may be created out of diversity. This paper argues that interfaith dialogical theory profits from a deep understanding of moral psychology and social learning theory. The paper highlights that reconciliation belongs to Abrahamic legacy, and also focuses on how Islam established and come up with advanced civilizations characterized by relatively harmonious co-existence between Muslims, Christians and Jews. It is through reconciliation that we regain our humanity. To work for reconciliation is to live and to show others what their humanity is. The paper also shed light on faith-based reconciliation in its Islamic perspective. It is this context the present paper has been drafted.

Women in School Leadership: Exploring Gender Experiences in Becoming and Being School Leaders

International calls for gender equality and equity in every sphere of life and particularly, in education reflect the state of inequality and disparities in the world. In education, structures, processes and outcomes are unequal. Leadership and management in education is one area that glaringly shows this inequality, Not only are women underrepresented but their ways of working are unacknowledged and also not valued. For effective education based on justice equity and faimess, there is need to include women and women's ways of working in the discourse of leadership. Using a narrative inquiry approach, this study explored the ways in which women experienced gender in becoming and being school leaders. The study finds that the women experience their fathers’ support and encouragement in a predominantly patriarchal society which facilitates their entry into leadership. Mothers also provide the feminine qualities which the participants draw upon as a basis oftheir leadership values and practices. Schools as gendered spaces also enable the women to excel in all areas of life. However, going into teaching is a gendered choice to which the families push the women. Teaching seemingly is a feminized space while leadership in teaching is a gendered space for men. Therefore the women do not think they can take up school leadership until they are pushed by men. This shows the importance of mentoring in order for women to go into leadership. Being women, leadership also gives them a status and respect in a society that they feel has low status for women. However, the women also experience a myriad of challenges due to their gender. They experience role conflict and guilt due to their dual gendered responsibilities. They also experience rejection, physical and verbal threats, sexual harassment and loneliness as the woman in leadership. Drawing on their personal histories and experiences, the women take up the values gained and use them in their leadership. Their practices which are empowering, caring and student - focused, are emancipatory in nature. Thus, through their being leaders and ways of working, these women challenge masculinist hegemonic leadership constructs of effective schools.
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