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Showing 5 results for Islam
Yaghoob Foroutan, Volume 1, Issue 3 (2-2013)
Abstract
This article explains the consequences of the
Islamic identity in the Western societies from a
sociological perspective. The extensive literature reviewed in this paper
supports the fact that Muslims in the western societies have been substantially
affected by such recent events as the 9/11 in the US and 7/7 in the UK.
This particularly applies to Muslim women due to their Islamic dress codes.
Using logistic regression analysis and the theory of discrimination associated
with cultural and religious identity, it also examines whether and how
significantly the status of Muslims in the western contexts is associated with
their religious identity. Generally speaking, the results indicate the key
pattern that those with the Islamic dress codes are more likely to be excluded
in the West.
, , Volume 2, Issue 3 (2-2014)
Abstract
Streets
name is not merely a tool for finding directions and have different social and political implications. Public place naming is important from a theoretical and practical point of view and given the importance, in this paper we study the
street names of Rash a city in northern Iran.
The process of street naming in
terms of organizational
functions and statistical distribution of street names according to the
defined categories are focus of this paper. After a review of related
theories and researches, all names of urban routes in the city of Rasht
were extracted according to the latest edition
of the city map. The names were placed in defined
categories. The most important finding of this study is that main
streets are more affected by Islamic Revolution than secondary streets and alley. There are
also some differences in terms of socio-economic status of
municipality regions and street names in Rasht.
Sajad Babakhani, Akbar Salehi, Yahya Ghaedi, Sousan Keshavarz, Volume 8, Issue 1 (8-2019)
Abstract
The present research, in the framework of critical discourse analysis, examines the citizenship education in discourses after the Islamic Revolution. For this purpose, the texts and documents related to the category of citizenship education in the five periods mentioned by Norman Fairclough, It has been analyzed at three levels: "description of the text", "analyzing the processes of production and interpretation," and "social context explanation". the dominant discourse of citizen education is the discourse of the moral citizen-law-governor who accepts citizenship education centered on religion and Islamic law; any discourse with the rejection of previous discourse and agenda-setting and focusing the comments and policies that are targeted, strengthened and established its existence. the post-revolution discourse has not balanced all the categories and indicators of citizenship education. and the represented citizen in these discourses is one-dimensional inventory which in just each period, it has experienced rapid and uneven growth in one aspect. in most cases, the documents examined follow a single-discourse pattern and they are not interested in using elements of rival discourses.
Mr. Abbas Behnejad, Dr. Hamidreza Mostafid, Dr. Jawad Ala Al-Mohadesin, Volume 9, Issue 4 (3-2021)
Abstract
This paper attempts to report the intellectual of Mahmoud Abu Rayyah in Criticism of ḥadīth and ḥadīth's narrators, among Sunni Muslims as a social action which was formed under the influence of sociopolitical phenomena and the views of former thinkers; and caused reactions amongst posterities. The method used is 'Critical analysis of Discourse'. To achieve this goal, beside the social background which was caused by modern intellectualism in Egypt, the works of Abu Rayyah and his masters in Criticism of ḥadīth, have been surveyed and their similarities and differences have been tracked. Also, the reaction of his conformists and dissidents among the Sunni and Shia scholars has been reported.
Shahriar Jalili, Volume 12, Issue 1 (7-2023)
Abstract
Recently, the association between religious beliefs and English language teaching (ELT) has gained great attention. Yet, when reviewing the literature in ELT, it becomes clear that studies have been mainly concentrated on other religions such as Christianity. However, the relationship between Islam and English language education has remained considerably under-investigated. This qualitative multiple case study is an endeavour to address this scholarly gap. For this objective, ten male and female Iranian Muslim English language teachers, including six male and four female, in Iran were selected through purposeful sampling. This study aims to investigate the link between religion and construction of professional identity. By using in-depth interviews as the main source of data, and following the principles of an inductive content analysis approach, the study indicates that Islam influences the participants’ professional identity in three ways, namely: (1) increasing the teachers' wellbeing, (2) affecting their relationship with learners, and (3) providing them with a sense of duty to preserve the students’ religious values. Finally, theoretical and pedagogical implications as well as future research direction are presented.
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