Browsing by Author "Azkiya Waris"

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Empowering Pupil Teachers: Promoting Human Rights Awareness and Resilience in Education
(Nitya Publications, Bhopal MP India, 2023) Azkiya Waris; Renu Yadav
This research paper explores the significance of empowering pupil teachers with a focus on promoting human rights awareness and resilience in education. The paper discusses the role of human rights awareness and resilience in education. The paper discusses the role of human rights education in shaping the attitudes and behaviours of educators and students, as well as the importance of resilience in navigating the challenges of the educational landscape. It examines the potential benefits of integrating human rights principles and resilience – building strategies into teacher training programs. The paper emphasizes the need for comprehensive approaches to empower pupil teachers, including curriculum integration, experiential learning, reflective practices, and collaborative learning. By equipping pupil teachers with the knowledge and skills to promote human rights awareness and resilience, we can create a generation of educators who contribute to creation of just, inclusive, and equitable societies.
Integration of Indian Knowledge System in Higher Education
(Book Rivers, 2024) Azkiya Waris; Dhriti Tiwari
The Prismatic Classroom: A Theoretical Inquiry into Qualitative Experiences in Education
(Book Rivers, 2026) Azkiya Waris
The investigation delves into the complex characteristics of educational settings as places where meanings are deflected. It is a study influenced by phenomenological and constructivist perspectives that examines how the physical architecture, sociological structures, and digital interfaces combine to the experiences of students and teachers. Among the significant themes are the effects of "environmental hues", the literal and metaphorical aesthetic signals, on student engagement and the continuation of the "hidden curriculum" (crowds, praise, and power) in socializing learners into institutional hierarchies. In addition to that, the study examines the concept of "digital refraction, " which is a situation in which the technological mediation changes social presence and embodiment in virtual spaces. The study, in essence, finds that the creation of genuine student agency and the feeling of belonging necessitate going beyond neoliberal metricization to dialogic partnership and inclusive design.