Dilip Barad
Phone: 09898272313
Address: Prof. and Head, Dept. of English, Sardar patel Campus, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar, Gujarat (Pin code: 364001). India
Address: Prof. and Head, Dept. of English, Sardar patel Campus, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar, Gujarat (Pin code: 364001). India
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The analysis also encompasses the viewpoints of prominent thinkers like Joseph E. Stiglitz and Noam Chomsky, who offer critical insights into the economic and political ramifications of globalization. Through these literary and intellectual lenses, the article explores how globalization shapes society, culture, and individual lives, sparking debates about its consequences and the possibilities of a more equitable global order. In a world where globalization is an undeniable force, this article underscores the significance of fiction as a tool for deeper understanding and critique, ultimately highlighting the intricate interplay between literature and the globalized world.
The power of storytelling has historically extended beyond mere entertainment, serving as a reflection of society, a chronicle of culture, and a prophetic voice for the people. As we enter an era marked by "Global Social-cultural Awareness," it becomes imperative to employ postcolonial tools and techniques to critically analyze globalization through the lens of fiction. This research article delves into the multifaceted aspects of globalization, drawing connections to significant global events such as the 9/11 phenomenon, the emergence of the New American Empire, and the ensuing Global War on Terror. We contend that these violent occurrences are integral to the phenomenon we commonly refer to as "Globalization."
or challenge societal norms, including those related to gender. In the pursuit of equality and justice, both UNESCO and
the Supreme Court of India recognize the crucial role of language in combating gender stereotypes. UNESCO's 1999
Guidelines on Gender-Neutral Language and the Supreme Court of India's 2023 Handbook on Combating Gender
Stereotypes provide valuable insights into reshaping our language to create a more inclusive and equitable society
lecture based. We have learned that the act of using what we learn helps a great deal in our ability to retain information. (Rhoades, 2013). If the
pedagogy, which supports 'active participation' and 'act of using what learner's learn', it is story writing.
Story is a panacea. It is cure-all for all sorts of problems. As all sorts of learners, be it auditory or kinesthetic or visual; or be it kids or grown up adults
slow learners; all and sundry, finds attraction is learning through stories. Stories have power to stimulate, revitalize, rejuvenate, energize, and exh
teachers want if such learners are in the class! Half of the battle is already won! The role of the teacher is done; the learning gets a smooth take off fr
Myrtis Mixon and Philomena Temu - "Stories told and read at home and school both entertain and educate young learners. Using stories in the classroo
not be considered trivial or frivolous." (First Road to Learning:Language through Stories, 2006). These last words 'should not be considered trivial or fr
should think of wider pedagogical validation for learning through stories
• The popular myth that ‗Humanities under threat‘. Is it really so? What does James F. English survey in ‗The Global Future of English Studies‘? (English)
• What is Digital Humanities and Cyberspace? (Kirschenbaum) (Ryan)
• What and how can we turn problems into research prospects? What sort of researches are initiated by Matthew Jockers (Macroanalysis: Digital Methods and Literary History), Aiden Erez (Uncharted: Big Data as a Lens of Human Culture)and Espen Aarseth (Aporia and Epiphany in Doom and Speaking Clock: The Temporality of Ergodic Art)
Curricular design in higher education by and large, still follows traditional footsteps. The innovations brought in various walks of life through ICT are yet not creatively incorporated in designing curriculum. Teachers, here and there, disseminate education through ICT; some of the Universities have attempted new designs; yet looking at the larger picture of higher education, we find that a lot still have to be ploughed in designing curriculum to harvest the rich dividends of ICT.
One of the best and easy ways to design curriculum is to promote blended learning. It is proven by various researches and projects that blended learning has positive impacts on the process of learning. But still the question of how creative we can be in designing curriculum in such a way that we can make best use of available technology along with our traditional scaffolds need to be addressed. We should think about curriculum design, which can help us in giving space for self-learning along with the changing role of teachers as facilitators. This paper aims to explore such possibilities. It also aims at sharing a few innovative changes made in the curriculum design where in by incorporating ICT into traditional curriculum design, teacher-student autonomy, self-learning, peer interaction and language skills were found to be improved among the students.
Over the ages the form of storytelling has undergone significant changes. The Sanskrit and Greek masters were happy in telling their stories in form of verse letters, plays and epics; in the 18th century ‘Novel’ was seen as the most suitable form for storytelling. In the 20th century, the fragmented life found its expression in theatre of absurd, problem plays and the life full of hurry and flurry gave shorter forms like novella, one-act plays and short stories. At the fag-end of the first decade of the 21st century, some forms have emerged to cater the needs of techno-savvy netizens. The Epistolary form of telling story initiated by Richardson in ‘Pamela’ found its new manifestation in Matt Beaumont’s novel ‘e’ in 2000. Matt has experimented with the epistolary form by replacing letters by emails among the characters. The advent of e-novels is seen as yet another step further in the evolution of new forms of telling story, and yet another form to mesmerize the world with its synergism of words and videos is in the buds. This new form of storytelling is ‘vook’ – a word coined for ‘video-book’.
This paper attempts to compare the changing forms of storytelling, and also aims to examine the connection between at the forms of literature, changing times and tastes of the reading audience.
The analysis also encompasses the viewpoints of prominent thinkers like Joseph E. Stiglitz and Noam Chomsky, who offer critical insights into the economic and political ramifications of globalization. Through these literary and intellectual lenses, the article explores how globalization shapes society, culture, and individual lives, sparking debates about its consequences and the possibilities of a more equitable global order. In a world where globalization is an undeniable force, this article underscores the significance of fiction as a tool for deeper understanding and critique, ultimately highlighting the intricate interplay between literature and the globalized world.
The power of storytelling has historically extended beyond mere entertainment, serving as a reflection of society, a chronicle of culture, and a prophetic voice for the people. As we enter an era marked by "Global Social-cultural Awareness," it becomes imperative to employ postcolonial tools and techniques to critically analyze globalization through the lens of fiction. This research article delves into the multifaceted aspects of globalization, drawing connections to significant global events such as the 9/11 phenomenon, the emergence of the New American Empire, and the ensuing Global War on Terror. We contend that these violent occurrences are integral to the phenomenon we commonly refer to as "Globalization."
or challenge societal norms, including those related to gender. In the pursuit of equality and justice, both UNESCO and
the Supreme Court of India recognize the crucial role of language in combating gender stereotypes. UNESCO's 1999
Guidelines on Gender-Neutral Language and the Supreme Court of India's 2023 Handbook on Combating Gender
Stereotypes provide valuable insights into reshaping our language to create a more inclusive and equitable society
lecture based. We have learned that the act of using what we learn helps a great deal in our ability to retain information. (Rhoades, 2013). If the
pedagogy, which supports 'active participation' and 'act of using what learner's learn', it is story writing.
Story is a panacea. It is cure-all for all sorts of problems. As all sorts of learners, be it auditory or kinesthetic or visual; or be it kids or grown up adults
slow learners; all and sundry, finds attraction is learning through stories. Stories have power to stimulate, revitalize, rejuvenate, energize, and exh
teachers want if such learners are in the class! Half of the battle is already won! The role of the teacher is done; the learning gets a smooth take off fr
Myrtis Mixon and Philomena Temu - "Stories told and read at home and school both entertain and educate young learners. Using stories in the classroo
not be considered trivial or frivolous." (First Road to Learning:Language through Stories, 2006). These last words 'should not be considered trivial or fr
should think of wider pedagogical validation for learning through stories
• The popular myth that ‗Humanities under threat‘. Is it really so? What does James F. English survey in ‗The Global Future of English Studies‘? (English)
• What is Digital Humanities and Cyberspace? (Kirschenbaum) (Ryan)
• What and how can we turn problems into research prospects? What sort of researches are initiated by Matthew Jockers (Macroanalysis: Digital Methods and Literary History), Aiden Erez (Uncharted: Big Data as a Lens of Human Culture)and Espen Aarseth (Aporia and Epiphany in Doom and Speaking Clock: The Temporality of Ergodic Art)
Curricular design in higher education by and large, still follows traditional footsteps. The innovations brought in various walks of life through ICT are yet not creatively incorporated in designing curriculum. Teachers, here and there, disseminate education through ICT; some of the Universities have attempted new designs; yet looking at the larger picture of higher education, we find that a lot still have to be ploughed in designing curriculum to harvest the rich dividends of ICT.
One of the best and easy ways to design curriculum is to promote blended learning. It is proven by various researches and projects that blended learning has positive impacts on the process of learning. But still the question of how creative we can be in designing curriculum in such a way that we can make best use of available technology along with our traditional scaffolds need to be addressed. We should think about curriculum design, which can help us in giving space for self-learning along with the changing role of teachers as facilitators. This paper aims to explore such possibilities. It also aims at sharing a few innovative changes made in the curriculum design where in by incorporating ICT into traditional curriculum design, teacher-student autonomy, self-learning, peer interaction and language skills were found to be improved among the students.
Over the ages the form of storytelling has undergone significant changes. The Sanskrit and Greek masters were happy in telling their stories in form of verse letters, plays and epics; in the 18th century ‘Novel’ was seen as the most suitable form for storytelling. In the 20th century, the fragmented life found its expression in theatre of absurd, problem plays and the life full of hurry and flurry gave shorter forms like novella, one-act plays and short stories. At the fag-end of the first decade of the 21st century, some forms have emerged to cater the needs of techno-savvy netizens. The Epistolary form of telling story initiated by Richardson in ‘Pamela’ found its new manifestation in Matt Beaumont’s novel ‘e’ in 2000. Matt has experimented with the epistolary form by replacing letters by emails among the characters. The advent of e-novels is seen as yet another step further in the evolution of new forms of telling story, and yet another form to mesmerize the world with its synergism of words and videos is in the buds. This new form of storytelling is ‘vook’ – a word coined for ‘video-book’.
This paper attempts to compare the changing forms of storytelling, and also aims to examine the connection between at the forms of literature, changing times and tastes of the reading audience.