Literacy Studies

his article explores male dominance and violence in Nigeria through the lens of Chimamanda Adichie's novel, Purple Hibiscus. Socialist feminist theory and post-colonial feminist theory were used as the theoretical framework, and feminist critical discourse analysis (FCDA) was used to analyse the data with the aid of Atlas.ti software. The study sought to create awareness of gender inequality, suggest ways of combating violence against women and female suppression, and promote new conceptualisations of masculinity, femininity and inequality. It also explored how language was used in the construction of gender identity and how this reflected male dominance and violence in Nigeria. This FCDA study of male dominance and violence in Chimamanda Adichie's Purple Hibiscus was conceptualized as a result of the gender inequality that is prevalent in Nigeria. This study attempted to increase awareness of the existence of male dominance and violence in Nigeria, which has implications for the continent.

ملخص مهني:
أكاديمي متميّز يمتلك خبرة تزيد على 30 عامًا في تعليم اللغة العربية، متخصص في تطوير المناهج، وتدريب المعلمين، وتعليم العربية للناطقين بغيرها. لديه خبرة متقدمة في التعلم بمساعدة الحاسوب (CALL) والتعليم الإلكتروني ضمن مؤسسات التعليم العالي في البحرين وماليزيا. أشرف على 200 طالب في التدريب العملي، ويُشرف حاليًا على طلاب البكالوريوس والدبلوم، مع الإسهام في ضمان الجودة، وتطوير البرامج، والتحكيم الأكاديمي، والخدمة الأكاديمية على المستوى الدولي. كما أشرف سابقًا على 14 طالبًا في دبلوم القيادة ودرّس مجموعة من المقررات على مستوى الدبلوم

Ethiopia's 1994 Education and Training Policy established a foundational framework for linguistic equity by granting regional states the constitutional right to select mother tongues as media of instruction and administration. However, the transition from policy enactment to sustained classroom implementation remains structurally impeded by institutional, financial, and communicative constraints. Employing a concurrent mixed-methods design, this study triangulates documentary analysis, survey data from 150 teacher trainees, and semi-structured interviews with 20 purposively selected stakeholders across three teacher education colleges in Woldia, Injibara, and Sekota in Ethiopia's Amhara Regional State. The findings reveal a pronounced disjuncture between institutional policy awareness and functional implementation capacity. While awareness of Mother-Tongue-Based Multilingual Education (MTB-MLE) among trainees is relatively high (55%) and early literacy outcomes show measurable improvement, and teacher candidates' functional readiness to manage linguistically heterogeneous classrooms remains critically deficient at 28%. A substantial sub-national disparity in material resource distribution is further documented: institutionally established colleges such as Woldia report 42% access to native-language instructional materials, whereas geographically peripheral institutions such as Sekota report only 15%, a disparity attributable to differential infrastructural development and inequitable funding allocation. Qualitative analysis identifies two compounding structural constraints: curriculum design that is insufficiently responsive to territorial linguistic specificities, and a 70% deficit in downward policy guidance transmission from federal to regional authorities, which constitutes a systemic constraint on localized instructional adaptation. The study concludes that sustainable MTB-MLE implementation requires localized capacity building, decentralized material development, and substantively reformed practicum provision, aligned with the sociolinguistic realities of individual institutional contexts.

Trauma has emerged as one of the most prominent areas of inquiry in literary studies. Traumatic experiences produce profound disruptions in memory and identity, eventually leading to lasting psychological and emotional consequences. Trauma is often caused by human injustice, oppression and exploitation. The novels of Chimamanda Ngozi Adichie presents trauma through the lives of characters, setting and narrative structure. This paper attempts to explore Adichie's Purple Hibiscus as a narrative that reveals the agonies and traumatic experiences of a woman and her children, as well as an elderly father who is abandoned by his own son in old age, when he needed extra care. The paper utilizes feminist and psychoanalytic theory in the depiction of parent-child relationship, which is projected in the novel. This novel presents trauma arising from domestic violence inflicted on its characters. This paper has tried to explain how violence plays a very significant role in shaping of personality of people who have gone through bitter experiences in their lives. It demonstrates how trauma fiction serves as a valuable function. It is an important way of functioning and witnessing experience of the people. It also emphasizes the change noted in society's attitude towards the oppression of women, children and old people as well as the inhuman activity against soldiers who sacrifice their lives for the sake of their country and people.

As the national expert for Croatian Language within Croatia’s contemporary education reform process, Ljiljana Bilbija authored an official national curriculum implementation framework for Croatian language education for the 2020–2021 academic year.

Integrating curriculum theory, applied linguistics, literacy studies, multimodal literacy, and digital pedagogy, the document established research-informed foundations for outcome-based language education and contemporary instructional practice within the Croatian education system.

Implemented nationwide, the framework became a central reference document for Croatian language instruction, contributing to the alignment of curriculum delivery, assessment design, and digitally enhanced teaching methodologies across multiple educational levels.

The document represents a substantial contribution to curriculum innovation, national educational policy, and the development of research-informed pedagogical practice within contemporary Croatian language education.

As the national expert for Croatian Language within Croatia’s contemporary education reform process, Ljiljana Bilbija developed a national curriculum framework for Croatian language education for the 2021–2022 academic year.

Integrating curriculum theory, applied linguistics, literacy studies, multimodal literacy, and digital pedagogy, the document established research-informed foundations for outcome-based language education and contemporary instructional practice within the Croatian education system.

Implemented nationwide, the framework became a central reference document for Croatian language instruction, contributing to the alignment of curriculum delivery, assessment design, and digitally enhanced teaching methodologies across multiple educational levels.

The document represents a substantial contribution to curriculum innovation, national educational policy, and the development of research-informed pedagogical practice within contemporary Croatian language education.