Could Women Own Agricultural Land? Rethinking the Relationship of Islamic Law and Contextual Reality (Wāqiʿ)

Various studies have discussed the Ḥanafī opinion about the ownership of agricultural land. In this study, instead, I analyze the Mālikīs’ and Shāfiʿīs’ views. Their madhāhib suggested that arable land was in the public ownership of the state. However, I show how the systemized deprivation of women from inheriting agricultural land in the Ottoman period motivated late Mālikīs and Shāfiʿīs to divert from the standard doctrine of their madhāhib. Late scholars suggested that Egyptian land should be owned by the cultivators, and, therefore, be inheritable by both men and women. This turn of late Mālikīs and Shāfiʿīs, which stands as an antithesis to the Ḥanafīs’ development, stimulates us to think of a different mechanism of ijtihād. In this mechanism, Islamic law reform is defined by questioning and challenging the contextual reality (wāqiʿ) instead of being adjusted to it, even if this reality is not prohibited.

The Model Of Local Regulation Of The Human Rights Fulfillment Based On Progressive Law

One of the materials for the amendment of the 1945 Constitution is the guarantee of human rights and constitutional rights of citizens. This change can be seen as a manifestation of awareness about the importance of protecting the human rights and constitutional rights of citizens, which grows and becomes the spirit of reform. Local governments have an important role in presenting the spirit of reform by presenting Regional Regulations for the Fulfillment of Human Rights. The material model for the content of the Local regulation Fulfillment of Human Rights based on progressive law relies on three things, namely: laws and regulations that regulate human rights both vertically and horizontally, the contextual reality of the recognition and protection of human rights found in local communities and thirdly for humans and humanity. Systematically, the division of chapters containing the content in it consists of: general provisions; principles and objectives; type of human rights; human rights recognition; protection of human rights; fulfillment of human rights; community participation; guidance and supervision; funding and closing provisions. By using the socio-legal approach, this paper describes the material model for the content of regional regulations regarding the fulfillment of human rights based on progressive law.

When the Case Creates a Competitive Advantage

When academics talk about the case method of teaching, it sounds great. Most of the leading business schools in the world have adopted the case method of learning and teaching. The rest of the world’s business schools also appreciate the outcome of such a pedagogical approach. In reality, some deeprooted challenges are evident concerning the case method of teaching. For instance, the literature on case method pedagogy and on how to write a robust teaching or business case is limited or outdated. Secondly, many of the business schools that embraced the case method of teaching have few faculty members trained on the use of the case method in teaching or they invest little for faculty capacity building in this regard comparing to the set expectations. Thirdly, most of the available business cases seem to be boring, which fail either to build compelling angel or to get substantial attention to the class. Considering such contextual reality, the paper focuses on the methodological aspects of writing and analyzing a good business case, and justifies the competitive advantage of case method schooling.

Agency and Deliberative Communication in the Classroom

Among many challenges in the space of education in the global South, we find that curricula are often out of touch with the contextual reality of students and that classroom or lecture-hall sizes are too big to engage a critical majority. Therefore, reimagining educational processes, or aspects thereof, becomes imperative. This article proposes that cultivating relational models of communication in the classroom is particularly useful in empowering students to connect with, participate, and actively co-shape the content and process of curricula and that it does so by casting agency as the freedom to work “with” rather than “against” or independently of the status quo. It also captures and reflects on the experience of a group of students and facilitators who employed such an approach in their classroom.

Relevance of the Senior High School Curriculum in Ghana in Relation to Contextual Reality of the World of Work

The mass unemployment of the youth toady has mostly been attributed to the irrelevance of the school curriculum. However, the skills in the curriculum have not been subjected to critical analysis to empirically prove their relevance or otherwise. The purpose of the study was therefore to identify the skills embedded in the curriculum, those skills the learners have acquired and those that employers usually demand of employees by relating them to empirical findings of the skills employers in general demand of employees. A conceptual content analysis was used to determine the skills embedded in the curriculum. Purposive sampling procedure was used to select twenty-one students and fourteen key informants for an interview. The data from the interview were sorted out into themes and coded through the use of NVivo 8 to help in the counting of frequencies of each skill. It was found out that the senior high school curriculum, though was generally rated as relevant, the skills with the highest frequencies in the curriculum focused on attitudes and values while those required by employers focused on the application of knowledge. On the basis of these findings, it can be concluded that the curriculum is relevant in instilling values into the students but it is not relevant in the application of knowledge that employers usually demand of employees at the work environment.

Mandatory Reporting of Child Abuse and Neglect in Northern Canada

Canada has a wide expanse of geographic terrain that encompasses urban, sub-urban, rural, and remote areas. The purpose of this chapter is to explore the unique challenges of mandatory reporters living and working in northern parts of provincial and territorial Canada. The chapter opens with a discussion of how the north has been defined historically and by Indigenous and settler perspectives. The chapter proceeds to examine the economic and social context of northern Canada before moving into a review of the challenges facing mandatory reporters. The chapter offers suggestions to mandatory reporters to balance their statutory responsibilities with the contextual reality of living in the community.

Language Teachers Improving Their Practice and Generating Knowledge through Action Research

<em>This study aims to investigate a group of language teachers who seek to improve their general English syllabus through action research. Action research offers practitioners possibilities to address syllabus issues through thoughtful inquiry. Because the study requires the researcher to comprehend the subject of study, research techniques allowing participants express their beliefs, and opinions about the syllabus are entirely appropriate. Thus, it is unlikely that other research methods allow action researchers understand the contextual reality as qualitative methods do. Interviews are conducted as they are widely used in action research studies and are suitable techniques to gain insights into the practitioners’ collective reflective enquiry. The study shows that action research is a valuable tool to improve a language syllabus, an additional element action research offers to the process of syllabus improvement is that teachers can take responsibility for themselves and their actions thus by improving the syllabus they follow, they are able to emancipate themselves from the controlled situation they can find themselves in. </em>