Institute for Literature

Inclusive education is a contemporary reform in the Moroccan schooling system; it aims to provide equal opportunities for all learners in mainstream classrooms regardless of their abilities and backgrounds. Consequently, Moroccan educational authorities have implemented the national program for inclusive education in 2019 as an official and institutional plan to develop inclusive schools in Morocco. However, multiple barriers hamper this endeavour. For instance, the absence of regular interaction between parents and teachers affects the inclusion of learners with difficulties and the quality of their learning. This research aimed to explore the interaction between teachers and parents of a 9-year-old primary school pupil; the latter was diagnosed with Dyslexia and Dysgraphia that negatively affected his learning and then his self-esteem and well-being. To achieve this aim, we conducted semi-directed interviews with the mother, the teachers and the student, then a reflexive thematic analysis to analyse the data. Results revealed that (1) the teacher did not change his attitude to support inclusion in his classroom; (2) the parent complained about the lack of interaction with the teacher, and (3) they expressed their discomfort about the quality of inclusion in the school.

This article examines the problem of state violence and institutional impunity in Pakistan through a close textual analysis of Fatima Bhutto’s memoir The Hour of the Wolf. It argues that political violence in Pakistan is not an institutional failure but a recurring mode of governance in which law is selectively suspended, accountability is indefinitely deferred, and death is symbolically managed through public narratives of martyrdom. To conceptualize this process, the article develops an original theoretical framework, the Exception-Martyrdom Apparatus, by integrating Giorgio Agamben’s notion of the state of exception with Judith Butler’s theory of grievability. Drawing on sustained close readings of the memoir, the study demonstrates how violence is administratively coordinated, how impunity is produced through delay and silence, and how martyrdom functions as a form of political eyewash that substitutes moral reverence for justice. Rather than offering narrative closure, The Hour of the Wolf exposes the structural conditions that allow political killing to persist without accountability. The article positions the memoir as a critical counter-archive of state power and contributes to South Asian Studies by reframing impunity as governance rather than breakdown.

Fairy tales establish a secure value system for children.During story listening, the dual consciousness – referred to as “enchanted consciousness” by Sartre – leans towards unreality, acting as a source of joy, a bearer of tension, and simultaneously a means of tension release. This dual consciousness in fairy tales is a journey between reality and illusion. Fairy tales play a crucial role in the development of emotional intelligence (EQ). Furthermore, story listening forms the foundation for internal image creation, enabling children to become proficient readers. Acquiring knowledge of Propp’s defined fairy tale structure enhances text comprehension and facilitates the development of critical and creative reading skills during pedagogical practice.

The study aims to explore the Postcolonial elements in the Selected poems of Iqbal and Darwish. Specifically, it intends to analyze the postcolonial themes of exile, displacement, belonging, homelessness and consequences the sub-themes as sadness, loss and Identity crises in the Selected poems of two national poets of Pakistan and Palestine. Despite the different historical and cultural contexts, the chosen poems have expressed a recurrent discourse of exile, which links the experiences of colonized Muslim populations across national borders. The study highlights the quest of the oppressed Muslims of subcontinent and Palestine for home and identity. Edward Said’s concepts are used as a theoretical framework and methodology for the analysis of the poems. The research is qualitative in nature, moreover, textual analysis is used as a method of analysis.

This research aims to explore the spiritual crisis faced by Ken Carpenter, the main character in Man from Nebraska, as a reflection of the confusion and loss of meaning experienced by many people in the postmodern era. This study used a qualitative descriptive method and applies existentialism and postmodernism theories. The study shows how Ken’s crisis begins with inauthenticity and grows into an existential crisis that forces him to question his faith and identity. Through self-awareness and freedom, he learns to take responsibility, accepts life limits, and finally reaches authenticity, where he embraces himself and finds new meaning in life.This change represents a personal and spiritual transformation. Man from Nebraska gives a picture of how modern people struggle to find meaning in a world where old beliefs no longer feel certain, while also showing how literature can reflect real life spiritual problems in today’s society.

In this study, indoor 222Rn concentrations were evaluated in different selected dwellings in Kırklareli (Turkey) and specific activities of natural radionuclides (226Ra, 232Th, and 40K) were analyzed in the soil samples collected near these dwellings. The indoor 222Rn concentration ranged from 11 ± 1 to 37 ± 3 Bq m−3 . The annual effective doses due to inhalation of 222Rn gas were estimated and vary between 0.28 and 0.93 mSv y −1 . Activity concentrations of 226Ra, 232Th, and 40K range from 19.61 ± 2.91 to 50.54 ± 4.82 Bq kg-1 , 18.66 ± 2.14 to 91.20 ± 8.68 Bq kg-1 , and 97.45 ± 8.96–1354.05 ± 128.50 Bq kg−1. The correlation between indoor 222Rn and 226Ra content in soil was investigated and a weak correlation was found between them. Radiological hazard parameters were calculated to determine the radiological effect of natural radionuclides on the population in the study region

The paper deliberates on forms of environmental representations in John Nkemngong Nkengasong’s God was African (2015), with the aim of unraveling the unsaid. It interrogates the word environment as an inclusive term whose diverse forms interact with humans to the generation of complex stories. Guided by the argument that environments are fragmented by time, geography and forms of nature, the paper questions the effectiveness of modern cultural trends as developmental voices for Africa. It x-rays culture as that materiality from which all else develops. Within this cultural materialist frame it applauds the nature/culture unison of traditional Africa but queries the nature/culture divide typical of the modern African state. It unveils in God was African’s nuanced tensions between tradition and modernity evidences of the lapses of a dialogic cultural criticism for Postcolonial Africa. It thus advocates the evolvement of a constructivist cultural frame in celebration of Africa’s transcultural space exemplified by God was African’s Lewoh setting. Postcolonial ecocriticism, for its commitment to the ecological, political and social concerns of the once colonized spaces gains ground as analytical tool.

Yazılı ortamdaki halk hikâyelerinin yer aldığı kitaplardaki resimler konusu sınırlı sayıda araştırmaya konu olmuştur. Bu araştırmaların bir kısmında yazılı ortamın farklı tezahürleri olan yazma, taş baskı ve hurufat baskı kitap ayrımı yapılmamış, bir kısmında ise hikâyelerin âşık tarzı, dini-menkabevi ve realist oluşuna dikkat edilmemiştir. Oysa bu ortamların ve türlerin her birinin kendi içinde değerlendirilmesi zorunluluğu vardır. Bu çalışmada 1913-1928 yılları arasında matbaa harfleri ile basılan (hurufat baskı) on iki âşık tarzı halk hikâyesinde yer alan “âşık olma” epizotlarına dair resimleri incelenmiştir. Halk hikâyelerinde önemli bir motif olan âşık olma, rüyada âşık olma, resme bakarak âşık olma, ilk görüşte âşık olma ve birlikte büyüyen kahramanların kardeş olmadıklarını öğrendikten sonra âşık olmaları şeklinde dört başlık altında sınıflandırılmıştır. İncelenen hikâye kitaplarında yer alan resimler, metinle kurdukları ilişkiler bağlamında ele alınmış; resimlerin olay örgüsüyle uyumu, anlatıyı destekleyici işlevi, dönemin toplumsal ve estetik anlayışını yansıtmadaki rolü irdelenmiştir. Resimlerin çoğunda anlatının bire bir görselleştirilmeye çalışıldığı, bazı hikâyelerde ise bu görselleştirme sürecinde anlam kaymalarının yaşandığı tespit edilmiştir. Hurufat baskı âşık tarzı halk hikâyesi kitaplarında yer alan bu resimler, yalnızca estetik bir unsur olmanın ötesinde anlatının görsel desteği, okuyucuya rehberlik eden bir araç ve dönemin kültürel hafızasını yansıtan belge niteliği taşımaktadır.

Writing histories of world literature was, for the longest time, an almost exclusively European, or in any case Western, enterprise. Moreover, it was overwhelmingly centred on European, or again Western, literature. To do away with such Eurocentrism was the avowed aim of the project upon which an international set of literary scholars embarked in 2006, and which resulted in the four-volume Literature: A World History published in 2022. In the articles to follow, five scholars (Pettersson, Trivedi, Utas, Zhang, D’haen) directly involved with the project look back on their experience and reflect on the pros and cons, the successes and the failures, the achievements and the shortcomings, of the enterprise. As counterbalance, six scholars (Ette, Hajdu, Hawas, He, Larsen, Rydholm) not involved with the project reflect on the (im)possibilities of writing world histories of literature.

Mother tongue plays a significant role in education. It is a fundamental tool for facilitating learning. Without the use of the mother tongue, understanding educational concepts becomes impossible for students whose mother tongue differs from the official language. The mother tongue holds great value and importance in the educational process. By using their mother tongue, students gain the opportunity to understand lesson concepts better, feel more comfortable in the classroom, and solve their academic problems more easily. The mother tongue validates students' individual experiences and creates a conducive environment for them to express their thoughts, ideas, feelings, experiences, theories, and learnings without anxiety. Moreover, the mother tongue is essential in preserving and promoting the culture and identity of individuals. Incorporating the mother tongue into educational systems integrates culture with the curriculum, fostering a positive attitude among students toward the societal culture.