Digital Commons Network^™

Productive Zakāh, Service Quality, And The Welfare Of Zakāh Beneficiary Via Economic Empowerment In Indonesia, Hariya Toni, Muhammad Hisyam Syafii

Journal of King Abdulaziz University: Islamic Economics

This study investigates how productive zakāh management and service quality influence the welfare of zakāh beneficiary (mustahik), with economic empowerment positioned as a mediating construct within the zakāh ecosystem of Sungai Penuh City. Using a quantitative explanatory design and SEM‑PLS analysis, the research surveyed mustahik who received productive zakāh through a structured sampling procedure. The findings demonstrate that both effective management of productive zakāh and high‑quality institutional services significantly enhance mustahik’s welfare. Among the examined variables, economic empowerment emerges as the most influential factor, acting as a partial mediator that strengthens the relationship between institutional practices and …

Politeness Theory Sa Konteksto Ng Mamasapano-Era Senate Hearing: Pagsusuri Ng Interaksyon Ng Mga Senador At Resource Speaker, Eduardo Teodoro B. Ramos Jr.

Social Sciences and Development Review

Senate hearings are defined as a type of public political discourse that is rich in interpersonal communication. Among of the characteristics of a senate hearing are senators’ adopting of the roles of investigator and interrogator; prevalence of interactivity between senators and resource persons; dominance of formality, which is palpable especially in status-related differences between senators and resource persons; and accessibility to the general public through live broadcasts on traditional and social media. This study is anchored on Brown and Levinson’s Politeness, which focuses on positive and negative politeness strategies. The data used consisted of transcripts from the senate hearing on …

Paghu-Bad Sa Kainayahan Sa Piling Kuwentong Pambata: Pagpopook Sa Lumad Ng Mindanao, Alyssa M. Teodoro, Federico B. Rivera Jr., Jamil Q. Carvajal

Social Sciences and Development Review

This study examines intersemiotic translation (from text to image) in three selected radical children’s stories from the Batang Katutubo Series published by Adarna House that depict the conditions of the Lumad communities in Mindanao: Sula Wants to Go to School, Laleng and the Mobile School, and Defenders of the Ancestral Land. The primary theoretical framework employed is Pereira’s (2008) methodology for translating words into images, which consists of three approaches: the literal translation of textual elements, the emphasis of specific narrative elements, and the adaptation of images to convey a particular ideology or artistic perspective. Roman Jakobson’s (1959) theory of …

Iterative Computational Ethnography, Digito-Vernacularisation, And Transcultural Policing In The Global South Asian Communities: An Emergent Research Agenda For Transdisciplinary Hate Studies, Sandhya Irina Fuchs

Socio-Legal Review

This Article proposes a new transdisciplinary agenda for global hate studies by connecting previously separate debates in anthropology and criminology. It draws on ongoing ethnographic and computational research, which investigates how Hindu nationalist (Hindutva) hate speech originating in India facilitates distinct forms of ethnic and religious exclusion in the United Kingdom and South Africa - two Indian diasporic centres that have recently witnessed escalating Hindu-Muslim conflict in markedly different ways. The Article aims to answer the following question: what forms of transdisciplinary dialogue and conceptual innovation must social scientists engage in to understand how local cultural, legal, and historical factors …

Identity, Needs, And Conflict Online: Understanding Cultural Fragmentation In The Black Diaspora, Imhile Omosede Dora Akpata

Dissertations and Theses

This study examines how identity formation, intra-diaspora tensions, and social media interactions contribute to fragmentation within the Black diaspora. While existing scholarship, including work by Godfried Asante and Elizabeth Chacoko has emphasized the fluid and socially constructed nature of Black identity, less attention has been given to how these processes operate in practice across diverse diasporic groups and how they are intensified in digital environments. This research addresses this gap by analyzing how individuals negotiate Black identity, how tensions emerge within the diaspora, and how social media shapes and amplifies these dynamics.

Drawing on Social Identity Theory developed by Henri …

Book Review: A People Destroyed: New Research On The Roma Genocide, 1941–1945, Elizabeth Graham

Genocide Studies and Prevention: An International Journal

No abstract provided.

Unbroken Sovereignty: Land, Water, Education, And Nakoda And Oc̣Eti Ṡaḳowiŋ Tribes Of The Fort Peck Indian Reservation, 1850–1935, Richard Joseph Maska

History ETDs

This dissertation explores the intersection of sovereignty and development among the Nakoda (Assiniboine) and Oc̣eti Ṡaḳowiŋ (Sioux) Tribes of the Fort Peck Indian Reservation during the late nineteenth and early twentieth centuries. Methodologically, it draws on a critical reading of archival sources in conjunction with community input. It traces the emergence of reservation policy, government sponsored education, the imposition of allotment policy and private landownership, and the impact of state-sponsored irrigation and other development projects. I argue that the Tribes forged webs of affiliation and kinship to both assert their nationhood and navigate their involvement in such projects. These expressions …

Book Review: Uyghur Women Activists In The Diaspora: Restorying A Genocide, Robert W. Wilson

Genocide Studies and Prevention: An International Journal

No abstract provided.

Regenerative Writing: The Rhetorics Of Indigenous Futurisms As Pedagogical Praxis, Madeline R. Mendoza

English Language and Literature ETDs

This dissertation explores how land-based writing and Indigenous Futurisms can reshape writing pedagogy in higher education, focusing on English courses at the University of New Mexico. At the center of this project is the Land Memoirs assignment, which I designed to encourage students to engage land as a living relative and active participant in the learning process. Through the frameworks of Indigenous Futurisms, Land as Pedagogy, Rhetorical Sovereignty, and Pueblo understandings of marking, I analyze the rhetorical choices across student multimodal narratives, reflections, and interviews to examine the assignment’s pedagogical impact. My findings reveal epistemic differences in how Indigenous …

"We Can't Shut The Classroom Door": Crossing Borderlands Of Practice In The Writing Methods Course, Vanessa C. Sullivan

Teaching/Writing: The Journal of Writing Teacher Education

This article shares the findings of a qualitative study that engaged ten writing teacher educators from across the United States in interviews, curriculum submission, and a mapping practice to explore the ways that they perceive and enact the teaching of the writing methods course within dynamic and complex settings. Using a conceptual framework of borderlands of practice to gain insight into the discourses and value systems that surround the course, findings revealed the overlapping domains that impact the preparation of teachers in the field of writing, the key values that guide the way that participants approach their teaching, and the …

Teaching (In) Community: Reflection And Relationship In The Writing Methods Course, Kristie Jolley, Emily Stephens Kasper, Meridith Reed

Teaching/Writing: The Journal of Writing Teacher Education

In this article, three writing teachers, one a writing teacher educator, reflect on how the writing methods course has shaped their work as teachers and helped them build community and identify resources to adapt to new teaching contexts and challenges.

Our Journeys As Teachers Of Writing: Learning From Our Mentor, Tracey T. Flores, Cecilia Espinosa

Teaching/Writing: The Journal of Writing Teacher Education

Written in two voices, we reflect on our journeys as teachers of writing and teacher educators shaped by transformative mentoring in literacy methods courses at Arizona State University and community embedded learning at William T. Machan School. Weaving together sociocultural and translanguaging theories, we explore how being invited to write from our lives reshaped our identities as writers and educators. In our work, we draw on strength-based approaches to teaching writers that centers voice, meaning making, multilingualism, and funds of knowledge. In the midst of an increase in the use of a scripted curriculum, we argue for reclaiming writing as …

Writing Workshop Methods Course As Catalysts For Long-Term Pedagogical Identity: A Co-Authored Narrative Of Resonance, Resilience, And Effects, Elsie L. Olan Dr., M.Priscilla Develder

Teaching/Writing: The Journal of Writing Teacher Education

Writing workshop methods courses introduce teachers to foundational practices for teaching writing, yet their long-term influence on teacher identity and instructional decision-making often remains underexamined. This co-authored narrative explores how experiences within a graduate-level writing workshop shaped the pedagogical development of two educators: a professor who designed and facilitated the course and a former graduate student who went on to teach English Language Arts (ELA) in both elementary and higher education settings. Drawing on a 60-hour shadowing experience, the narrative analyzes classroom observations, reflective writing, and dialogic exchanges to illuminate three central themes: resonance, resilience, and effects that demonstrate how …

What Are You Writing? The Hopes And Hurdles Of Transitioning From Writing Methods To Teaching Writing, Rebekah Buchanan, Darrin G. Ross

Teaching/Writing: The Journal of Writing Teacher Education

This co-authored piece examines how the writing methods course impacts teaching and thinking about writing through the lenses of a writing methods professor and a former student/current teacher. In writing and thinking together we found that a mutual grounding in liberatory education, using writing as a tool for social action and critical thinking, and teaching writing as a political act we see how the writing methods course and the relationships built through writing create a basis for future decision making and inspiration in the high school classroom.

Mountains And Mythology: Folklore In The Alps, Arya Karki

Honors Projects

From nature spirits to secret doorways, an air of mystery and magic surrounds the mountains of Austria. All over the world, mountain ranges inspire rich folklore, each set of tales unique to its respective culture. The purpose of this Honors Project is to answer the question: how does mountain-inspired folklore mirror cultural values and fears? A comparative analysis between Austrian Alpine and American Appalachian folktales is conducted in order to isolate the variables that cause folklore to differ region-to-region. Through research consisting of primary-source folklore anthologies, secondary texts on mountain theory, and direct observation from a study abroad experience, this …

A Literature Study On Collaborative Art Learning In Tasikmalaya Based On Paulo Freire's Pedagogy Of The Oppressed, Wan Ridwan Husen, M. Fahmi Nugraha

Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya

This study examines collaborative dialogical learning in art education based on Paulo Freire's critical pedagogy. It aims to explore how the concept of collaboration can be integrated into school-based art learning by utilizing the cultural assets of Tasikmalaya as a contextual framework. This research employs a literature study method by analyzing primary sources, particularly Freire's Pedagogy of the Oppressed, along with secondary literature from academic journals related to critical pedagogy and art education. The analysis focuses on identifying key principles of dialogical learning and their relevance to collaborative practices in art education. The findings indicate that Freire's concept of …

Fundamentally Linguistic, John Rosegrant

Mythcon

We know that although Tolkien wrote that his legendarium was “fundamentally linguistic in inspiration. . . To me a name comes first and the story follows”, in fact legendarium content preceded Tolkien’s invention of Elvish languages. I will argue that nevertheless the first part of the quotation is true: the legendarium was fundamentally linguistic in inspiration. Tolkien used symbolic language to access the musical and body-related aspects of language that the symbolic has distanced us from, simultaneously uniting two aspects of our nature while recognizing their inevitable separation. When we as children master the symbolic function of language we lose …

Continuing Christopher Tolkien’S Work In A Digital Age, James K. Tauber

Journal of Tolkien Research

Christopher Tolkien’s 12-volume History of Middle-earth is a remarkable achievement, yet Christopher repeatedly acknowledged how difficult the material was to present in print form and that “that there was no really satisfactory solution”.  This paper contends that a printed book is not scholarship but just one way of presenting its results. It explores how digital philology can overcome some of the limitations of print, giving examples from the Digital Tolkien Project. It shows how structural markup, version alignment, parallel reading environments, and other approaches can make relationships between drafts and published texts clearer. Importantly, these methods do not replace Christopher’s …

Local & Experiential: Exploring Embodied Ethnogeomythology Through Ttrpg, Gregory Fields, Teagan Brady, Dakota Dalota, Claira Hickman, Gina Manygoats, Donovan Mcbride, Ryan Pillmore

Mythcon

The panel will focus on an interdisciplinary pedagogical approach anchored to research applications of AAC&U High Impact Practices in integrative learning, learning communities, place-based writing, project-based learning, and gamification studies (Chou). Framed through a synthesis of ethno-geology and mythology, I developed a collaborative assignment that asked my intro to mythology students to develop their own mythologies based on Arizona specific cultures or geological features and oddities. After conducting their own background research, undergraduate students developed locally-based mythologies that answered at least one of the four big questions of existence. Then, they anchored those mythologies within one of the more readily …

The Road Goes Ever On: Teaching Tolkien In Colleges Today, Leslie A. Donovan, Megan B. Abrahamson, Cami D. Agan, Katherine Wyma, Joseph Rex Young

Mythcon

As Tolkien studies has evolved, Middle-earth no longer needs to be defended as a legitimate academic subject. Today, Tolkien’s works are commonly taught as literary classics in colleges and universities alongside other mythic traditions such as The Odyssey and Beowulf. For students, however, the meaning of “classic” can be complicated. Many students encounter Tolkien long before entering college through popular media, films, games, and digital fandom, while the historical, linguistic, and cultural contexts that informed his writing (war, philology, faith, and medievalism, among others) can feel increasingly distant. As a result, Tolkien’s works may seem both deeply familiar and …

From Seductress To Sovereign: A Reassessment Of Cleopatra Vii’S Power, Gender, And Historic Representation, Jordan L. Myrick

History Theses, Dissertations, and Student Creative Activity

Cleopatra VII is one of the most famous women in history. As Queen of the Ptolemaic Kingdom of Egypt from 51 to 30 BCE and a major player in the Augustan age, she had the power to change the fate of empires. Despite her powerful position in history, however, Cleopatra’s historical narrative is often focused on the alliances that surrounded her. She has been portrayed as a seductive ruler who snared Julius Caesar and Marcus Antonius and whose drive for power led to the downfall of her kingdom. This original image of Cleopatra seems to have stemmed from the Augustan …