In this article, we report on a small-scale study in which we investigated English-language teachers' engagement with educational research. We conceptualized engagement with research as reading and systematically using research for professional development. Using questionnaires and in-depth interviews, we gathered empirical materials from 40 English-language teachers who teach at various primary and high schools located in Dhaka, the capital city of Bangladesh. Our findings indicate that there is an absolute absence of teachers' research engagement for professional development. We discuss the key reasons for this lack of research engagement. We conclude the article with some implications of our findings for teachers' professional development and the practical value of educational research.
Article HistoryThis paper attempts to stress the premise that sexism, in its misogynistic form, is a deeply rooted legacy that persists very commonly amongst ordinary populace in societies across the geographical boundaries. It has therefore been implanted in the language systems and has taken root in mass psyche. By reflecting it in social practices, behavioral norms and institutional policies, it has denied half of the human race for centuries from their rightful places, hindered their development while depriving human civilization from contribution that could have come had their full potential been allowed to develop. It examines how sexism has intruded in language system and tended to discriminates women by rendering them invisible perpetuating the notions of male supremacy. Assiduous movement to identifying it and taking corrective measures requires mindful effort and it may be quite sometime before it could be effectively eradicated, if at all. It is also recognized that its presence in the communication organism does, even though faintly, influence thought processes, both of the users and the sufferers, and any effort to challenge sexism in the wider arena of social life should be incomplete without addressing it in the language system. Contribution/ Originality: This study contributes in the existing literature of the English and Bengali language and originates a formula to see how far they have come to integrate words to address both sexes and become gender friendly. This study is one of very few studies which has investigated sexism in Bangla Language.
Patriarchy has been commonly referred to as autocratic rule by the male mastery both in public and private spheres. It has become a social framework in which men hold essentials to control and prevail in parts of political administration, ethical specialists, social benefit, and control of property. In Bangladesh, men have historically dominated, oppressed, and exploited women. When women grow up, the tradition in which they are raised emphasizes the need for modesty and virginity, particularly for women. This is unassumingly visible not only in the countryside but also in urban spaces. This research examines the notion of patriarchy and its precise relationship to contemporary urban culture in the country. In addition, it investigates patriarchy as a concept from the perspective of feminists to address the fundamental feminist concerns about women's work and lives in the context of the urban spaces in Bangladesh.
Social dynamics of a developing country undergo constant changes because of the demand of economic growth and people’s cater for social mobility. English has become important in all economic activities globally. Bangladesh was a British colony for almost 200 years. The legacy of English education still continues and it has not formulated any language policy, though the policy is to use mother tongue in all affairs of national/state functioning. Violating government rules, innumerable English education institutions operate taking advantage of the absence of government policy. This empirical study investigates unofficially how elements of social dynamics influence its language planning and policy.
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