براہوئی ادب اٹ غمخوار حیات نا مٹ وبدل نا جاچ

This research article discusses the translation works of Ghamkhawar Hayat in Brahui literature by closely and critically analyzing them. The article further elaborates the importance and role of fiction translation in promoting a language and literature and how the nature of translation has been considered a progressive step to strengthen the native education system. However, it is necessary that the translator should be well versed in the fundamental and practical components of the translation skills and be an efficient user the of target language as well as the translation language. This article focuses the qualities of good translation, particularly, it lays emphasis on fiction on which these translations are based. Thereby, it also critically analyzes the contribution of Ghamkhawar Hayat from Urdu fiction into Brahui literature and the coherence between the original text and the translated one. Ghamkhawar Hayat has translated a number of books in Brahui from Urdu literature having a huge contribution to familiarize the residents of the region to another literature.

A PERSONALIZED APPROACH TO THE STUDY OF THE PROBLEM OF EDUCATIONAL AND PEDAGOGICAL FORECASTING IN UKRAINE IN THE EARLY TWENTIETH CENTURY

The article is devoted to the study of a personalized approach to the problem of educational and pedagogical forecasting in Ukraine in the early twentieth century. The author emphasizes that a personalized approach to the study of the problem of educational and pedagogical forecasting in the early twentieth century is the main prerequisite for the development of forecasting pedagogical thought, which must be specified. I.Ya. Franco saw the direction of educational influence in the mastery of scientific knowledge, the harmonious improvement of the body in the process of physical labor. S.F. Rusova, as the coryphaeus of preschool pedagogy, laid the foundation for the content of the educational process through the introduction of the native language, national holidays, and Christian values of the Ukrainian people. G.G. Vashchenko took the Christian ideal as the basis for predicting pedagogical phenomena and processes. P.P. Blonsky defended the independent nature of pedagogical science. І.І. Ogienko stressed the importance of native education, the formation of Christian virtue, justice, and diligence. B.D. Grinchenko defended the inseparable connection of education with the life and culture of other peoples. L. Ukrainka had the same opinion. The teacher insisted on the importance of considering the role of the teacher in the public school, sharply raised the issue of the struggle for social and national liberation of the Ukrainian people. T.G. Lubnets is considered the luminary of the theory of pedagogy. H.D. Alchevskaya entered the history of pedagogy in Ukraine as a prominent figure in the field of adult education, organizer of Sunday schools. І.М. Steshenko advocated the nationalization of secondary and higher education. Minister P.M. Ignatiev defined the organizational and pedagogical principles of educational and pedagogical forecasting through the reform of the education system.

Alaska Native Education

This bibliography presents foundational studies in Alaska Native education, as well as more current articles, book chapters, dissertations, media sources, and other key resources that explore Alaska Native education from the precolonization era to the present. As there have been a number of publications about Alaska Natives, rather than with and for Alaska Natives, this bibliography privileges Alaska Native voices and scholarship. Although Alaska Natives are often grouped with American Indian peoples in educational statistical analyses, the contexts of these groups are distinct with historical and current challenges that, although not completely dissimilar, diverge in significant ways. Currently Alaska Native students represent 22 percent of the total K-12 population in Alaska (Alaska Department of Education & Early Development,), and 16 percent of all students enrolled in the University of Alaska system. Education continues to be a priority for Alaska Native organizations and communities. Current issues include low numbers of Alaska Native teachers and appropriate Indigenous teacher preparation, high teacher turnover, and Alaska Native retention and graduation rates in K-12 and higher education. As well, many scholars seek to reorient ideologies around academic “success” beyond diplomas and degrees (Barnhardt and Kawagley 2010; Barnhardt and Kawagley 2011). Many sources in this bibliography envision the potential for Alaska Native education, diverging from the discourses of Alaska Native student failure[s]; rather, these sources focus on how K-12 and higher education institutions might be better prepared to serve these students. Bibliography categories are broad in scope and there is significant thematic overlap among the sources. Websites with significant content on Alaska Native education include the Alaska Native Knowledge Network and Alaskool. In addition, there are a number of locally based curriculum initiatives by Alaska Native teacher organizations, including the Association of Interior Native Educators who have developed culturally based curriculum units, teacher resource books, and learning styles videos.

The System of Native Schools Department of Orthodox Confession Eastern Siberia at the Turn of the Nineteenth and Twentieth Centuries

The article is devoted to the analysis of the reasons for the low efficiency of the system of native education of the Orthodox confession department in Eastern Siberia in the 1880–1900s.

Mission, Evangelism, and Translation

This chapter provides broad brush strokes of Christian mission in the twentieth century, highlighting the emergence of native education, translation, native elites, and nationalism. It reviews the nature of charismatic Christianity, its engagement with expansive American Christianity and the unprecedented change contingent on the expansive globalization and revolution of technology. It surveys important themes such as: the demographic shift of Christianity, the rise of religio-cultural fundamentalism, women’s empowerment, the global movement of peoples, rising socio-economic inequality and conflicts of many types. In the face of a growing moratorium on Christian foreign missions, minority world missionary agencies were forced to deal with growing grass-roots missions movements, and to hand over agency of the Christian project in many localities around the world. Rising nationalist movements, fuelled by native educational efforts, informed a turn to contextualizing theologies, in which women and the Pentecostal upsurge have played an important role.