Search from the Journals, Articles, and Headings
Advanced Search (Beta)
Loading...
Loading...
Loading...
Loading...
Loading...
Loading...

محنتی میاں تے سیانی بیوی

محنتی میاں تے سیانی بیوی

کسے پنڈ وچ دوجیاں اتے مشتمل اک خاندان رہندا سی۔ اک میاں تے دوجی بیوی اوہ غریب ضرور سن پر انتہائی محنتی، ایماندار تے خوش اخلاقی دونواں دا آپس وچ پیار پنڈ وچ مثالی سی۔ اوہ کدے وی آپس وچ نئیں لڑے تے نہ ای پنڈ والیاں اوہناں نوں کدے لڑ دے یاں اُچی واج وچ بولدے سنیا سی۔ دونویں جی ڈھڈ بھرن لئی پنڈ وچ کوئی نکا موٹا کم کردے تے خوشی خوشی زندگی گزار رہے سن۔ کدے کدے میاں کم تے ٹر جاندا تے بیوی گھر سنبھالدی۔

اک دن میاں نوں اوس دے دوست دا شہروں پیغام ملیا۔ تے اوہ بیوی نوں دس کے شہر چلا جاندا اے۔ اپنے دوست نوں ملن اوس تے دا دوست دسدا اے کہ میں تیرے لئی اک نوکری لبھی اے۔ تینوں کمپنی والے ویہہ 20ہزار تنخواہ دے نال آون جاون لئی موٹرسائیکل وی دیون گے۔ توں میرے نال چل تے نوکری دے کاغذات اتے دستخط کر تاں جے تیری نوکری شروع ہو سکے۔ اوس دسیا کہ مالک تینوں کجھ پیسے پیشگی وی دیون لئی تیار اے۔ میاں اپنے دوست نال مالک کول گیا، نوکری دے کاغذاں اتے دستخط کیتے تے پنج ہزار روپیہ پیشگی وصول کر کے گھر ول ٹر پیا۔

اوس نوکری ملن دی خوشی وچ اپنی گھر والی لئی مٹھائی خریدی تے گھر داخل ہوندے ای خوشی نال اپنی گھر والی آواز دتی کہ چھیتی آ۔ تیرے لئی خوشخبری لے کے آواں۔ جدوں اوس دے گھر والی اوہدے نیڑے آ کے بہہ گئی تاں میاں بولیا کہ میں شہر اپنے دوست نوں ملن گیا ساں۔ میں اوس نوں کم لبھن لئی آکھیا ہویا سی۔ اوس مینوں اک کم اتے لوا دتا اے۔ مینوں 20ہزار روپے تنخواہ دے نال آون جاون لئی موٹرسائیکل وی...

عورتوں کے حقوق اسلامی تعلیمات کی روشنی میں

Before the advent of Islam, women were living in worst conditions during the Era of Ignorance. Daughters were buried alive. Women were openly sold in the market. A woman was just a source of enjoyment for males and nothing else. She had no basic rights. Even she had no share in inheritance. In human history, it is Islam that for the first time gave due respect to woman by providing her basic rights and proper status. Islam believes in equality of men and women – ‘Equality’ does not mean ‘to become identical’. Women’s rights in Islam pertain to Spiritual, Economic, Educational and Legal Rights. A woman can adopt any profession, she wants. Thus, she has got full freedom to live a happy and peaceful life. Unfortunately, there are many people who believe that because Islam gives men the right of having authority over their wives, therefore, men are superior to women and that men have priority over women in all matters. The fact is that according to Islamic teachings, men are not superior to women; and so women are not superior to men. There is no gender discrimination in Islam. Allah Almighty states very clearly in the Holy Quran that superior in His eyes are only those who have more taqwa (fear of Almighty Allah).

Technology and Development of Esl Learner Autonomy: the Impact on Pakistani Women in Higher Education

Patriarchal societies, such as that of Pakistan, denigrate women’s participation in the field of education and technology. Addressing this denigration, my thesis orients from the proposition, which states that in contemporary technologically tuned world use of technology has a positive impact on women ESL tertiary level teachers. This usage grants them teaching-learning autonomy, which in turn, compels these teachers to inculcate the same in ESL learners. Hence, they play an imperative role in the development of ESL learner autonomy. The educated women’s practice of this teaching autonomy in classroom, a miniature of the social fabric of Pakistan, is a breakthrough the prevailing socio-political fences. This premise is contested through the critical review of the related literature. It reveals that the use of technology as positively affecting female ESL tertiary level teachers’ professional competence and pedagogical practices in Pakistani context is not well-researched. Nonetheless, this context helps to address and establish underpinning concepts of this study. Although for some projects that deal in isolation with either technology or learner autonomy or feminist perspective, description in literature or other documentary sources is both comprehensive and also in depth, yet no single framework caters to interface this study. For the purpose of study, I have adopted a technique of theoretical triangulation. The epistemological framework is delineated with (a) feminist pedagogical lens of Paulo Friere and a radical feminist pedagogue bell hooks 1 ; (b) the soft technological deterministic view of Andrew Feenberg (2002); and (c) Phil Benson’s (2011) philosophy of the role of teacher and technology with David Little’s (1996) model of interaction with information system for the development of learner autonomy. My theoretical framework is, thus, based upon feminist methodology, furnished with the empirical tool: Technology and Development of ESL Learner Autonomy Survey. To administer the survey, ‘purposeful’ and ‘snowball’ sampling techniques were employed; accordingly, the response from 128 respondents formed the sample of this study. These sampling Gloria Jean Watkins is known by her pen name bell hooksx techniques were employed to access those female teachers whose knowledge and expertise are substantial in utilizing technology. To evaluate the data, descriptive statistics are used. Moreover, the Pearson Correlation analysis correlates research variables. In addition, the findings of One Way ANOVA analyses tabulate the significant difference of means between variables under study. Elucidating female tertiary level teachers ESL teaching-learning autonomy by way of using technology, the findings of this study contribute to this field of research in Pakistan. The results depict that technology enables the female ESL teachers to perform beyond the customary social differences. In consequence, the emergent theory and praxis of Pyramid of ESL Techno-Feminist Pedagogy sketch the multifaceted philosophies of the impact of technology on women teacher autonomy in Pakistani ESL context. This pyramid, subsequently, delineates women ESL teachers’ critical awareness of the implications of use of technology in education as the embodiment of the active feminist movement in Pakistani educational institutions. These teachers, as highly qualified women reject the gender discrimination and disparage oppression that consummate women’s right to access means of education within the microcosm of social stratum especially in the higher education institutions. The female teachers’ pedagogical practices, in this way, are the conscious actions to liberate and gain teaching-learning autonomy. Moreover, teachers favour teaching as an engaged process rather than a stockpiling attempt onto learners. It also highlights that the women ESL teachers consider classroom a radical space of possibility. Thus, this feminist approach to education advocates voicing of the silent, freedom of the oppressed and autonomy of the restrained. Consequently, the future implications of this pyramid cannot be ignored besides its limitations in addressing the core ideology of educational domain. For example, in further research this framework will help to address the issues of social malignance in education sector and society.
Asian Research Index Whatsapp Chanel
Asian Research Index Whatsapp Chanel

Join our Whatsapp Channel to get regular updates.