International Journal of Society and Education <p>International Journal of Society and Education (IJSE) is published by Apricus Journals, an imprint of Apricus E-Learning Solutions Pvt. Ltd. It is a tri-annual, peer-reviewed, open-access Journal published in English. Published three times a year, the International Journal of Society and Education brings out book reviews, research papers, review papers, case studies and short communication by scholars, academicians and professionals. The focus and scope of the Journal corresponds to all topics related to Sociology and Education.</p> <p style="font-weight: 400;"> </p> <p><span style="font-weight: 400;">.</span></p> en-US (Apricus Journals, an imprint of Apricus E-Learning Solutions Pvt. Ltd., B-403, Aishwaryam, Gaur City 2, Greater Noida (West), Uttar Pradesh, India) (Apricus Journals, an imprint of Apricus E-Learning Solutions Pvt. Ltd., B-403, Aishwaryam, Gaur City 2, Greater Noida (West), Uttar Pradesh, India) Tue, 17 May 2022 00:00:00 +0000 OJS 60 Social-Engineering of Hedgewar’s Contribution in the Indian Freedom Movement <p><em>One of the largest mass movements in modern society has been compared to the nationalist movement in India. However, the Indian populace was never a uniform community, and nationalism meant different things to different people. The idea of a secular, democratic India, which united all people in the bonds of fraternity, and pluralism were the major themes of this nationalist movement. Indian nationalism, according to Sunil Khilnani, was plural rather than unified, "a dhoti with countless folds." The underlying unity of this statement, known as "the notion of India," is the obvious assumption that all those folds originate from the same piece of fabric. Sunil Khilnani believed that the shared democratic experience of all segments of the Indian populace was the source of this unity. </em></p> Dr. Vishv Mohan Copyright (c) 2022 International Journal of Society and Education Wed, 25 Jan 2023 00:00:00 +0000 Students’ Active Engagement in Inquiry Mathematics Classroom <p><em>The purpose of this study is to introduce Inquiry Teaching in the classroom and to enable students’ active participation in learning. Kemmis, McTaggart &amp; Retallick’s (2004) model of Action Research was used with the dual role of teacher and researcher with Class Six students in a private school of Karachi, Pakistan. Fink’s (1999) model of Active Learning was used to engage students in the classroom and according to this model, active learning means to do, discuss and observe (D-D-O) Mathematics. Data was generated through observations, informal conversations with students and a teacher along with students’ samples of work and field notes. Some of the important findings and conclusions that are drawn are that inquiry teaching based on D-D-O may have changed the role of a teacher from a dictator to a facilitator and a participant in the process of learning. In addition, Students involved in the classroom through D-D-O need to unlearn some old practices to become decision-makers in the learning process. Furthermore, Inquiry through D-D-O model enables the students to make connections between Mathematical ideas and to understand the nature of learning Mathematics and open-ended task. These elements and strategies may be laborious but we should initiate a change process in our classroom because a journey of thousand miles begins with a single step.</em></p> Mr. Asadullah Khan Copyright (c) 2022 International Journal of Society and Education Tue, 10 Jan 2023 00:00:00 +0000 School Climate and Academic Achievement of Government and Private Upper Primary School Going Children: A Comparative Study <p><em>The present paper is aimed to investigate the influence of school climate on academic achievement of upper-primary children. 120 upper primary children were selected randomly from four primary schools in Kashmir valley. School Climate Scale developed by Bhat &amp; Mir (2019) was used to measure the school climate. The academic score obtained in the pre-midterm examination constituted the academic achievement of upper primary school-going children. Statistical treatments such as mean, t-test, and correlation coefficient were employed. The findings revealed that perceived school climate has significantly influenced the academic achievement of upper primary children. Moreover, physical infrastructure and trustworthy relationship dimensions of school climate were found to be the most significant factors in determining the academic achievement of upper primary children. Government and privately managed upper primary schools were found as significant predictors of school climate and academic achievement.</em></p> Dr Sajad Ahmad Mir Copyright (c) 2022 International Journal of Society and Education Thu, 17 Nov 2022 00:00:00 +0000 Human Right Violation: The Impetus for Causing Discontentment among the Natives of Pakistan Occupied Gilgit-Baltistan Region <p><em>Gilgit-Baltistan, (originally or legally the Northern-most territory of India and now, under the illegal occupation of Pakistan) is currently, governed as an administrative unit of Pakistan through the “Gilgit-Baltistan Empowerment and Self- Governance Order, 2009”. The Order maintains its status as part of the disputed territory of the state of Jammu and Kashmir. The Self-Governance Order, 2009 is not able to meet the political rights of the people of Gilgit-Baltistan according to the natives of the area is Human Right Violence, which further is causing discontentment among them. Concurrently, the sense of deprivation among the people in general and the sense of alienation and frustration among the youth of Gilgit-Baltistan, in particular, continue to increase. Moreover, the overbearing manners of the bureaucracy and its control over the administrative and political affairs of the region is a major cause of discontent among the people of Gilgit-Baltistan. The objective of the research paper is to discuss the ambiguous administrative setup in Gilgit-Baltistan and to highlight the causes of Human Right Violence that leads to discontentment among the youth of Gilgit-Baltistan. Both primary sources of information like newspapers, documentaries and official documents and secondary sources of information like books are used for the research study. </em></p> Nargis Khatoon Copyright (c) 2022 International Journal of Society and Education Wed, 19 Oct 2022 00:00:00 +0000 Impact of Christianity and Modern Education on the Bujuur Society <p><em>The Bujuur is one of the indigenous and Christianized tribes from the state of Manipur in India and Sagaing in Myanmar. Like all the Christianized tribes, the Bujuur also underwent a social transformation culminating in both positive and negative changes. The article explores and discusses the social discourses within the Bujuur as a result of Christianity and accompanying modern (western) education. The objective of the article is to present the nature of social changes within the Bujuur with regards to cultural and traditional sustainability, as well as to analyse the present state of the Bujuur if the underwent transformation liberated the society or has put them in a new social prison, with Christianity and modern education as the premises. Ethnographic method was used for the study with interviews, discussions and anecdotes of individuals with lived experiences as the main components. The study finds that the Christianity and modernity herald social changes and outlooks including reorganization of clan system, better literary and occupations and village administration, while at the same time the cultural heritage are at risk of being forgotten and there is identity quandary within the society over the tribe’s nomenclature. It is concluded that Christianity and Modern Education failed the Bujuur society in preserving their pre-Christian cultural heritage, traditions and knowledge, and there is a need to re-look and re-assess the society’s future pathways in order to cultivate a sustainable space wherein Christianity, modern education and cultural heritage co-exist.</em></p> Elija Chara, Ng Khosirngak Moyon Copyright (c) 2022 International Journal of Society and Education Tue, 17 May 2022 00:00:00 +0000