Critical Review of Social Sciences and Humanities

Intersectional Dislocation: A Crenshawian Study of Power, Erasure and Identity Collapse in Zulfiqar Ghose’s The Murder of Aziz Khan

2025-12-02T17:22:30+00:00

This study explores intersectional dislocation in Zulfiqar Ghose’s The Murder of Aziz Khan (1967) through Kimberlé Crenshaw’s framework of intersectionality (1989). It examines how overlapping identity signifiers—gender, economy, and rurality—combine with capitalist land acquisition, elite legal maneuvering, and institutional corruption to render Aziz Khan socially and politically invisible. The analysis also reveals intra-household oppression, where fertility functions as social currency, intensifying rivalry and capitalist desire among the Shah brothers. By situating intersectionality within a South Asian postcolonial context, the study extends the framework beyond its feminist origins, offering a new lens for understanding social exclusion across identity markers. It concludes that intersectional dislocation in Ghose’s narrative is not a momentary crisis but a systemic condition, underscoring the urgency for paradigms that confront interlocking systems of domination and reimagine postcolonial justice.

The Politics of Naming and the Immigrant Identity

2025-07-18T06:50:21+00:00

Names, primarily used to identify individuals, also act as socio-cultural markers mirroring one’s sense of belonging or lack thereof within a community. In an immigrant context, the host country’s linguistic and cultural trends decide if a person will experience inclusion or exclusion. This paper, exploring Vladimir Nabokov’s novel Pnin through the theoretical lens of onomastics, proposes that names have symbolic meanings. The name of a person, especially the one placed in an unfamiliar environment suggests curiosity, mispronunciation, or even rejection. The study seeks help from the frameworks presented in Names and Naming: Multicultural Aspects by Felecan and Bugheșiu to establish that the metaphors of the melting pot and salad bowl used in the book reflect how immigrant identities are perceived through names. The paper also compares Pnin’s names with other characters, such as Victor, Liza, and Eric Wind, whose names symbolize adaptation and assimilation to dominant cultural codes. Through qualitative textual analysis and a close reading of the text, this paper argues that naming functions as a linguistic and narrative device.

Dark Triad Traits, Moral Identity, Civic Moral Disengagement and Littering Behavior among University Students

2025-02-10T07:24:09+00:00

Littering behavior among university students—particularly prevalent in developing countries—represents a critical environmental challenge influenced by personality traits and moral processes. With civic moral disengagement proposed as a mediator, this study examines how Dark Triad traits (Machiavellianism, psychopathy, and narcissism), along with moral identity encompassing moral self and moral integrity, are associated with littering behavior. A correlational research design was employed. A total of 403 Pakistani university students (323 females and 80 males), aged 18 to 28 years (M = 22.41, SD = 2.27), were selected using a non-randomized convenient sampling strategy. To assess the study variables, well-established measures with strong psychometric properties were translated into the indigenous language (Urdu). Pearson’s product moment correlations indicated that littering behavior was positively related to civic moral disengagement and Dark Triad traits, and negatively related to moral identity. Structural equation modeling further revealed that the effects of moral integrity, Machiavellianism, and psychopathy on littering behavior were mediated by civic moral disengagement. These findings highlight the need for an intervention that strengthen moral integrity and reduce civic moral disengagement, particularly among individuals high in Machiavellianism and psychopathy, to promote environmental responsibility.

Do English Textbooks Deliver? A Critical Analysis of Exercise Design and Expected Learning Outcomes in Punjab’s Intermediate English Textbook 1

2025-12-02T20:26:06+00:00

This study critically examines the alignment between the exercises of English Book 1, prescribed at the intermediate level in Punjab, Pakistan, and the Student Learning Outcomes (SLOs) outlined in the Higher Education Commission (HEC) English curriculum (2006). A mixed-method content analysis was employed, integrating qualitative evaluation of exercise design with quantitative frequency mapping to assess the extent to which textbook activities support intended learning outcomes across reading, writing, listening, speaking, and grammar domains. All pedagogical exercises drawn from the fifteen short stories of Book 1 were analyzed using a dual analytical framework comprising HEC SLO categories and the Revised Bloom’s Taxonomy. The findings reveal a moderate overall alignment (63%), with strong correspondence in reading comprehension and grammar exercises, but notably weak representation of listening and speaking skills. Moreover, most activities predominantly target lower-order cognitive processes such as remembering and understanding, while higher-order skills—analysis, evaluation, and creation—remain marginal. Although selected lessons demonstrate potential for reflective and moral engagement, the overall exercise design remains largely text-bound and examination-oriented. The study concludes that while English Book 1 partially fulfills the competency-based vision of the HEC framework by reinforcing structural and receptive skills, it falls short of fostering communicative competence and higher-order thinking. The paper recommends systematic restructuring of textbook exercises to ensure balanced skill integration, inclusion of authentic communicative tasks, and sustained coordination between curriculum authorities, textbook boards, and classroom practitioners.

Perceptions of University-Level ESL Teachers about English as an International Language

2025-07-23T04:25:30+00:00

This study used a quantitative, descriptive research design to explore ESL teachers’ perceptions and practices regarding pronunciation, accent, and comprehensibility in teaching English as an International Language (EIL).A sample of 50 ESL teachers from public and private universities was selected through convenience sampling. Data were collected via a structured survey comprising 12 close-ended questions addressing teachers’ attitudes toward pronunciation instruction, accent preferences, exposure to English varieties, and teaching materials. Findings show that teachers prioritize comprehensibility over native-like pronunciation, aligning with the global emphasis on intelligibility in EIL. Teachers favored native accents like British and American but also showed regional preferences. Teachers acknowledged the importance of exposing students to diverse accents. However, traditional native-speaker norms persist, with only 50% supporting teaching non-native varieties of English. Bilingual educators were preferred for bridging linguistic and cultural gaps. These findings reflect the ongoing shift toward EIL principles emphasizing diversity and intelligibility.