Beyond the paradox:religion, family and modernity in contemporary Bangladesh

AbstractThis paper reflects on the apparent ‘paradox’ of a contemporary Bangladesh that appears both ‘more modern’ and ‘more Islamic’, focusing on changes in the family (and the gender and generational orders that it embodies) as a central locus of anxiety and contestation. The paper begins with theory, how the paradox is framed by classical social science expectations of religious decline and how this has been contested by contemporary writers who describe specifically modern forms of piety. It then turns to Bangladesh, where highly publicized symbolic oppositions between ‘religion’ and ‘development’ contrast sharply with people's pragmatic accommodation of development goods in everyday life. Analysis of religious references in interview data reveal the co-existence of very different understandings: a more traditional view of religion as embedded in the moral order; and a more modern deliberate cultivation of a religious life. They also reveal how many of the uses which people make of religion are not specifically religious: to conjure a moral universe, to mark what is important to them, to say things about themselves. The final section returns to theory, reflecting on how this is informed by the findings from Bangladesh, and suggesting that the importance of the private and personal as a site for governance offers a further dimension of why the supposed ‘paradox’ of a religious modernity may not be so paradoxical after all.</jats:p

Crafting a rich and personal blending learning environment: an institutional case study from a STEM perspective

Institutional pressures to make optimal use of lecture halls and classrooms can be powerful motivators to identify resources to develop technology enhanced learning approaches to traditional curricula. From the academic’s perspective, engaging students in active learning and reducing the academic workload are important and complementary drivers. This paper presents a case study of a curriculum development exercise undertaken in a STEM subject area at a research-intensive UK university. A multi-skilled team of academics and learning designers have worked collaboratively to build this module which will be realised as a mix of online and face to face activities. Since the module addresses professional issues, a strong emphasis is being placed on establishing authentic learning activities and realistic use of prominent social tools.The learning designers are working for a cross-institutional initiative to support educational innovations; therefore it is important to carefully document the development process and to identify reusable design patterns which can be easily explained to other academics.<br/

Developing Nations and Developing Surveys: Measuring Inner Wellbeing in Zambia and India, 2010-2013

In the present chapter, we summarize the results of a programme of research that we have undertaken concerning domains of inner wellbeing (i.e., individuals’ feelings and thoughts about what they can do and be) as experienced by individuals in villages within two nations in the global South (i.e., Zambia and India). Results of confirmatory factor analyses for Zambia at Time 1 (in 2010, n = 361) and for India at Time 1 (in 2011, n = 287) indicated that, although we had expected seven to eight intercorrelated domains to emerge, inner wellbeing was best regarded as a unidimensional construct. However, after we engaged in intensive reflection and extensive reconceptualization and measurement of inner wellbeing, results for Zambia Time 2 (in 2012, n = 344) and for India Time 2 (in 2013, n = 335) indicated that inner wellbeing was best regarded as a multidimensional construct with seven intercorrelated domains (i.e., economic confidence, agency/participation, social connections, close relationships, physical/mental health, competence/selfworth, and values/meaning). Implications for the conceptualization and measurement of inner wellbeing within the global South, and for theoretical and methodological issues concerning wellbeing in general, are discussed

A school-commissioned model of speech and language therapy

Many speech and language therapy (SLT) services have limited capacity for providing school-based input. Some offer commissioned SLT input, to enhance the service provided by the UK National Health Service (NHS), giving schools the option to increase the amount and scope of SLT intervention. This two-tiered model of service provision is relatively new and has not been researched. This study investigated the experiences of schools who had commissioned input from the local SLT service, in terms of (1) describing how this was utilized and (2) exploring perceptions of its value. Semi-structured interviews were carried out with special educational needs co-ordinators (SENCos) from 11 schools and were thematically analysed using Framework Analysis. SENCos reported many positive aspects of the commissioned model, including better communication with Speech and Language Therapists (SLTs) and improved outcomes for children. SENCos felt that the numbers of children with speech, language and communication needs (SLCN) had reduced following commissioned input. Very few disadvantages of the model were identified. SLTs delivered a range of activities, including training staff and providing direct input for children. SENCos would recommend the service, and perceived the cost to be moderate. These data suggest that SENCos place a high value on SLT in schools, and welcome the opportunity to purchase additional input

Theories of developmental dyslexia: Insights from a multiple case study of dyslexic adults

A multiple case study was conducted in order to assess three leading theories of developmental dyslexia: the phonological, the magnocellular (auditory and visual) and the cerebellar theories. Sixteen dyslexic and 16 control university students were administered a full battery of psychometric, phonological, auditory, visual and cerebellar tests. Individual data reveal that all 16 dyslexics suffer from a phonological deficit, 10 from an auditory deficit, 4 from a motor deficit, and 2 from a visual magnocellular deficit. Results suggest that a phonological deficit can appear in the absence of any other sensory or motor disorder, and is sufficient to cause a literacy impairment, as demonstrated by 5 of the dyslexics. Auditory disorders, when present, aggravate the phonological deficit, hence the literacy impairment. However, auditory deficits cannot be characterised simply as rapid auditory processing problems, as would be predicted by the magnocellular theory. Nor are they restricted to speech. Contrary to the cerebellar theory, we find little support for the notion that motor impairments, when found, have a cerebellar origin, or reflect an automaticity deficit. Overall, the present data support the phonological theory of dyslexia, while acknowledging the presence of additional sensory and motor disorders in certain individuals