Critical Self-Reflexivity:

The purpose of this article is to share a student’s critical reflexivity process in an effort to overcome the insecurity confronted by the expectations of Indigenous-Settler reconciliation. The critical self-reflexivity we present is an essential practice to unlearn colonialism with the aim to foster critical thinking as a move towards a reconciliatory approach to education. Paulette Regan’s (2014) provoking research speaks to insecurity as a barrier to moving forward. Inspired by teachings of relational accountability and an Indigenous education course taught by an Indigenous female scholar, critical self-reflexivity is one of the pedagogical approaches to surpass insecurity and engage in reconciliation in more meaningful ways. Based on this experience, critical social justice pedagogies inspire Settlers to begin the process of acknowledging their privilege, power, perspective and the ways in which dominant knowledge production perpetuates inequities, injustice and marginalization. This article contributes to critical pedagogy in practice as demonstrated by a student’s critical reflection.

SCIENCE PERFORMANCE AND SCHOLASTIC APTITUDE OF GRADE 9 LEARNERS

This study determined the relationship between scholastic aptitude comprised of reading comprehension, verbal ability, mathematical ability, logical reasoning ability, and visual manipulative skills and Science performance of Grade 9 learners in a privately run basic education institution in Lapu-lapu, Cebu, Philippines during the school year 2015-2016. Descriptive and correlational research designs were carried out to assess the relationship among the identified variables. The study anchored its framework on the Multiple Intelligence Theory and the Primary Mental Abilities Theory. Secondary data on learners’ Science performance, scholastic aptitude and selected demographic profile were considered. Findings revealed a strong association in reading comprehension and Science performance of both sexes between scholar and non-scholar leaners. Moderate direct correlations were noted between learners’ scholastic aptitude pertaining to verbal ability, mathematical ability, logical-reasoning ability and visual manipulative skills, and their science performance. Science performance statistically differed between male and female, and between scholar and non-scholar learners. Female scholar learners performed better than their male non-scholar counterparts in science. In conclusion, scholastic aptitude has bearing on achievement of female scholar learners with respect to their science performance. There is enough evidence to conclude that scholastic aptitude goes hand in hand with science performance. It is imperative then that parents and teachers should work together to develop learners’ scholastic aptitude particularly in reading comprehension to reduce if not eliminate, the sex gap in science performance of learners in the study area. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0770/a.php" alt="Hit counter" /></p>

A Gift Economy: G. W. Pabst’s Pandora’s Box (1929)

The first chapter offers a fresh approach to this canonical silent film by focusing on Louise Brooks’s kinetic performance as Lulu and the tradition of dance and abstract movements she draws on. The early twentieth-century feminist political slogan, the ‘New Woman’, is embodied, contested, and rendered ambiguous in this late Weimar silent film through Brooks’s technical skills as a modern dancer. Pabst and Brooks as co-creators draw an intimate link between the dynamism of the silent-film image and that of Lulu as dancer. I see these as a gift to the rather sedentary female scholar of cinema.

The Intellectual and Scholarly Activities of Sayyida Rahmatullahi: A Tijaniyya Female Scholar, Preacher, Poet and Housewife, 1966-2014

Sayyida Rahmatullahi a traditional female Tijaniyya Muslim scholar in Dandume, Katsina State of Northern Nigeria, never attended any Western education but was blessed with encyclopaedic knowledge. She was an amazing and reputed woman intellectual who dedicated her life to dissemination of Islamic knowledge in teaching of married women, teenage girls, widows and divorcee women, by establishing Islamiyya schools for them in the villages and town of Dandume. She committed herself in delivering many lectures aimed at educating women about the religion of Islam. It is against this background that this paper explores and examines the core values of Sayyida's intellectual activities of lectures and the organization of tafsir (Qur'an exegesis) as being one of the first females to organize such kind of male-dominated activities in Dandume. The paper adopted the theory of Gender and Development (GAD), which explains the active participation of Muslim women in revitalising of the Islamic religious teachings, and used a historical methodology which relying on primary and secondary sources. The objective of this paper is to show the relevance of the historical development and emergence of female scholars preaching in a patriarchal society. This paper brings out some of the aspects of Sayyida Rahmatullahi's intellectual scholarly contributions in the field of women Islamic scholarship.

Konsep Pendidikan Islam Holistik Prof. Dr. Tuty Alawiyah serta relevansinya di Era Millenium

<p><em>Prof. Dr. Tuty Awawiyah is a female scholar as well as educational thinker who succeded establishing and managing Pesantren-based schools starting form kindergarten, the elementary school, junior high school, the senior high school until the college. The Purpose of this paper is to add insight and treasure about the concept of holistic Islamic education of Prof. Dr. Tuty Alawiyah and its relevance in the Millenium Era. Based on reseach and literature review that have been done, Islamic holistic education can be interpreted as education that is able to answer the problems of education faced in the word of education di the millennium era, for Islamic holistic education is education that shapes something in a whole way, therefore it becomes a very large unity that any other exithing combination. In can be concluded that, some holictic Islamic Education concept form Prof. Dr Tuty Alawiyah are very relevant so it needs to be discussed and they will appropriate as a quide in the millennium Era. </em></p><p><em> Keyword: Tuty Alawiyah, Education, Millennium Era.</em></p>

The Room Where It Happens: Reflections on Being a Black Woman in the Academy

The Black Lives Matter movement emerged in 2013 as a result of George Zimmerman being acquitted for the death of Trayvon Martin. Until recently, the movement was mostly limited to violence inflicted on Black and Brown bodies at the hands of the police. More recently scholars, have extended the movement to include the experiences of minorities in academia with the purpose of addressing the institutional biases along with the racial and ethnic micro-aggressions that result from them. The purpose of this essay is to explore micro-aggressions and how they have impacted my life as a Black female scholar in the academy. In my discussion, I provide direct accounts of racialized and gendered experiences that have shaped me. The experiences highlighted in this essay reflect the broader challenges that minority faculty experience when they attempt to be gain visibility and respect in their disciplines.

Navigating an Academic Maze: Experiences of an International Female Scholar

Academia is a world filled with bright people searching for explanations for phenomena around us, and developing and testing new theories to explain the hows and whys of our experience. It is a world defined by a drive to expand the boundaries of knowledge, and is ostensibly characterized by intellectual enlightenment and relentless progress. But is academia truly progressive? Perhaps for some of us. For others, however, it is still a world where many people struggle to be seen, to be heard, and to succeed—especially if you are in the minority (e.g., you are female, international, a person of color, or have other features that put you in a minority category). In this essay, I share some of my personal experiences as an international female academic, with the hope that my challenges—and the ways I work to overcome them—will resonate with other people in the margins of our presumably progressive field.

Metodologi dan Isu-Isu Krusial Tafsir Susastra Bint al-Shāṭi’: Sebuah Penghampiran Singkat

‘Ā’ishah ‘Abd al-Raḥmān bint al-Shāṭi’ (1913-1998) was an Egyptian female scholar who successfully applied a literary approach to interpreting the Qur’an. He put the idea in one of his monumental works, namely al-Tafsīr al-Bayānī li al-Qur’ān al-Karīm. This paper seeks to explain aspects of the interpretation methodology and some of the crucial issues in it. In the aspect of methodology, will be explained about the background of writing, sources, systematics, methods and interpretation patterns. While some crucial issues discussed are about the discourse of synonymity, asbabun nuzul and israiliyat. At the end of this article also comes with some critical notes on the thematic methods offered by Bint al-Shāṭi'’

A Feminist Autoethography of Academic Performance on Twitter

The online arena is rife with mansplaining, harassment, and intimidation of women. Similarly, women in academia operate in a traditionally patriarchal, misogynistic environment. What happens when a female academic creates a vibrant online presence? This chapter is an autoethnographic account of the author's experiences managing the public, online performance of a female scholar (@AcademicBatgirl) with the objective to create and cultivate community. She argues that in the online landscape, prosocial behaviour is essential in creating community and sustaining cohesion. She addresses the prosocial effects of humour, including examples of memes that she created and posted on Twitter. She also addresses pitfalls relative to student shaming that she recommends academics avoid in any online or offline forum.