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Article
Publication date: 5 July 2022

Balwant Kaur

This paper explores the contextual factors that support the necessity of a diversified curriculum. The author draws on the findings of the author's doctoral research to consider…

128

Abstract

Purpose

This paper explores the contextual factors that support the necessity of a diversified curriculum. The author draws on the findings of the author's doctoral research to consider the complexities underpinning the educational narratives of South Asian Muslim women. The paper critically examines South Asian Muslim women's position as migrant daughters and how South Asian Muslim women navigated colonial systems and the practices and behaviours inherent in these. Situated in a racialised inner-city area with a framing by policymakers as one that creates spatial anxiety, participants shared empowered and agentic narratives. These demonstrated a resistance to the othering and stigma that often ensues through stereotyping.

Design/methodology/approach

The project adopted a feminist participatory approach and made use of hauntology as both a theoretical and methodological framework. In keeping with this, four participants who had grown up in the area and still lived there were spoken in the form of research conversations, a walking tour and photographs of significant sites.

Findings

The paper provides empirical insights into how these four participants encountered education. By frequenting both formal and informal educational settings, these spaces became a crucial third space which alleviated unsettlement though allowing a more embodied occupation with learning. Teachers played a critical role in cultivating appropriate and supportive environments and were described and inferred to be moral agents and figures who assisted participants' navigation of a space, often embodying a more mentor-like disposition. Teachers proved to embody a practical wisdom, acting as anchors for offering spaces in and outside of the classroom that invited occupation and construction. Such spaces at school enabled the encountering of difference through recognising first the similarities with peers. Whether these commonalities were cultural or otherwise, those commonalities provided a firm foundation from which to imagine and push the parameters of the space and identity, and so school was likely another crucial space for hybridity.

Research limitations/implications

The research approach is specific to the context(s), narratives and migratory moment of the participants, and although participants' accounts have been re-storied to honour participants' voices, the accounts may lack generalisability. The paper raises two key implications: first, by recognising educational settings as a third space for students to create a hybrid identity, and second, through familial, community and navigational capitals which have the potential to shift the pedagogical approaches underpinning the conditions created for students.

Originality/value

Pointing out that hybrid identities without the frequenting of space are hauntological is crucial, and hybrid identities cannot reconcile cultural differences because hybrid identities are out of place, and without location, hybrid identities remain troubled and alienated. This is a situation that the author describes as cultural hauntology – a condition which draws on both hybridity and hauntology to illuminate unsettlement long after colonisation. The native culture is never fully banished or forgotten. The native culture exists behind the closed doors of homes, within communities and perhaps even within the demarcation lines of a given geographical area. Cultural hauntology comes about as a deep-seated internal colonisation that appears as traces, marks and murmurs that cannot be deleted. Perhaps what alleviated the extent of what might have been more extreme in cultural hauntology's dissonance, were the teachers, mentors and role models that participants repeatedly referenced as agents that bridged and enabled the participants.

Details

Qualitative Research Journal, vol. 22 no. 4
Type: Research Article
ISSN: 1443-9883

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Book part
Publication date: 10 August 2023

Ruth G. Kane

Abstract

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Approaches to Teaching and Teacher Education
Type: Book
ISBN: 978-1-80455-467-8

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Book part
Publication date: 10 August 2023

Manpreet Kaur and Balwant Singh

To break the chains of inequality for access to education for marginalized groups across India and move toward an egalitarian society, where all people can live with dignity and…

Abstract

To break the chains of inequality for access to education for marginalized groups across India and move toward an egalitarian society, where all people can live with dignity and fulfill their dreams, the need of the hour is to strengthen the education system and prepare teachers with secular and reformative thinking. This chapter attempts to examine the problems of various marginalized groups in Indian society and their educational provisions. This work also aims to analyze several issues and challenges related to preparing teachers for inclusive schools and to draw attention to the need to reframe and revise teacher education programs and enforce inclusive teacher education practices in India to promote inclusion.

Details

Approaches to Teaching and Teacher Education
Type: Book
ISBN: 978-1-80455-467-8

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Book part
Publication date: 23 September 2024

Navjotpal Kaur

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Hegemonic Masculinity, Caste, and the Body
Type: Book
ISBN: 978-1-80117-362-9

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Book part
Publication date: 10 August 2023

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Abstract

Details

Approaches to Teaching and Teacher Education
Type: Book
ISBN: 978-1-80455-467-8

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Article
Publication date: 21 August 2023

Sheela Bhargava and Renu Sharma

The study aims to examine the mediating effect of psychological well-being (PWB) on the relationship between teamwork skills and student engagement (SE) in higher education…

562

Abstract

Purpose

The study aims to examine the mediating effect of psychological well-being (PWB) on the relationship between teamwork skills and student engagement (SE) in higher education institutional setups.

Design/methodology/approach

The study used a triangulation mixed-methods approach. Data were collected from final-year students pursuing post-graduation and graduation in private colleges in India. In the main study, quantitative data was gathered from 276 students through a survey. The relationship among the variables-teamwork skills, SE and PWB was empirically validated through path analysis; mediation was also conducted. In the auxiliary study, qualitative data was gathered through focus group sessions and was analyzed using thematic analysis.

Findings

Results depicted that teamwork skills positively predict students' engagement with their academic program. Additionally, PWB partially mediates the relationship between teamwork skills and SE.

Originality/value

The study was conducted to expand understanding of aspects related to promoting students' engagement in HEIs in Delhi and Haryana through being attentive toward teamwork skills development and through taking care of students' PWB.

Details

Higher Education, Skills and Work-Based Learning, vol. 14 no. 2
Type: Research Article
ISSN: 2042-3896

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Article
Publication date: 4 April 2024

Karunanithi Kanagaraj and Ramalinggam Rajamanickam

The purpose of this paper is to explore and evaluate the current legal position on the admissibility and exclusion of illegally obtained evidence in money laundering cases.

100

Abstract

Purpose

The purpose of this paper is to explore and evaluate the current legal position on the admissibility and exclusion of illegally obtained evidence in money laundering cases.

Design/methodology/approach

A thorough exploratory analytical analysis signifies that such illegally obtained evidence from money laundering offences is admissible, provided it does not undermine the administration of justice or the right to a fair trial.

Findings

By virtue of the lack of written or codified rules governing the admissibility and exclusion of illegally obtained evidence in cases involving money laundering, the rule of admissibility remains the primary foundational principle for the governance of the admissibility and exclusion of illegally obtained evidence in money laundering cases.

Originality/value

The Malaysian Criminal Justice System has historically relied on the long-standing admissibility principles to admit and exclude illegally obtained evidence. For decades, courts have used their discretion to admit illegally obtained evidence based on the relevancy test, and they have further demonstrated to use the same discretion to exclude gravely prejudicial evidence. Evidence obtained illegally but if relevant to the matter in issue is deemed admissible. Evidence derived from an act associated with unlawful activities or a predicate offence in money laundering may be obtained illegally, which may influence the prosecution case and conversely, defend the accused’s rights to a fair trial.

Details

Journal of Money Laundering Control, vol. 27 no. 6
Type: Research Article
ISSN: 1368-5201

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