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Ideology and cinematic representation are crucially linked even though a film's positioning of itself with respect to dominant state ideology may differ thus contesting the idea that films always serve as ideological state apparatus. In this context, the paper reflects on the complex ways in which the ideological positioning – advertently or inadvertently – of cinematic representations of Partition in Hindi films of the 2000s interacts with dominant state ideology to frame the relationship between self and other with the terms denoting India/Hindu and Pakistan/Muslim, respectively. Through an analysis of the representation of the India–Pakistan border in four films – Pinjar (2003), Veer-Zaara (2004), Uri: The Surgical Strike (2019) and Kya Dilli Kya Lahore (2014) – the paper argues that mainstream Hindi films are largely reflective of the state ideology, although to varying degrees and at times in spite of themselves. In contrast, a low-budget film as Kya Dilli Kya Lahore completely subverts the dominant ideology through its sensitive but incisive critique of the border. [ABSTRACT FROM AUTHOR]

The independence from the British rule was accompanied with partition of the Indian subcontinent on religious lines. Since partition in 1947, the two nation-states India and Pakistan have been hostile toward each other. Communalism has also been a major challenge in both these countries. The current study locates this continued hostility or the "enemy" narrative that the countries harbor not just of each other, but which also shapes the experience of a religious community within their territory. Limiting the inquiry to the Indian side, this paper explores the production of the "enemy" narrative through the discursive knowledge around partition and how it locates Muslims. The paper analyzes textbooks of two education boards in India and argues that the narrative excludes the contribution of Muslims in the nationalist movement, charts out an uncritical history of the demand for partition, and stigmatizes the Muslim community as "communal" and "unpatriotic." [ABSTRACT FROM AUTHOR]

No other issue has influenced the India–Pakistan relationship more adversely than the Jammu and Kashmir dispute. To understand the discourse surrounding the dispute, and how it has evolved within the foreign policies of both countries, this research undertakes a critical discourse analysis of both countries' official statements at the United Nations General Assembly (UNGA) between 1948 and 2020. The findings of this study are crucial to not only understanding how the two states have been internationalizing the Kashmir dispute but also what lessons can be learned from the past as both countries attempt to slowly reengage with one another. Our analysis points to the fact that both India and Pakistan's stances on the Kashmir dispute, despite their varying phases throughout the conflict, have essentially remained the same. We argue that, despite seeming to have converged toward some form of resolution during the first decade of the twenty-first century, the current context of India–Pakistan relations presents a worsening trajectory that has not been witnessed since their last major war in 1971. In highlighting the cyclical, almost scripted nature of this debate, this paper attempts to suggest ways to break free from age-old tropes and help pave the way toward more meaningful ways to redefine the issue in light of a radically altered geo-political context. [ABSTRACT FROM AUTHOR]

There are growing numbers of business—development hybrids that combine a commercial orientation with an intent to deliver development goals. Yet, within development studies research to date, there has been limited conceptualization of these organizations. Borrowing from the extensive literature in other disciplines, this paper argues that the concept of institutional logics can be used as a basis for understanding business—development hybrids. The lens of institutional logics is used to analyze two hybrid case studies of 'impact sourcing' that outsource IT work to disadvantaged groups in Pakistan and India. Synergies between business and development logics were managed by combining those logics, but tensions between the two required techniques of compromising or decoupling the logics. Organizations also managed the logics by presenting a more business-oriented face to clients and a more development-oriented face to workers, by protecting their development logic from commercial pressures, and by seeking to institutionalize both logics. Implications are considered for practice and for future development research. [ABSTRACT FROM AUTHOR]

Objectives: Our paper reviews current teaching practices used to support students with autism spectrum disorder (ASD) in the South Asian region, and to what extent these teaching practices reflect key research based effective practices. We have focused our attention on teaching practices at a time when we are witnessing a greater thrust towards achieving inclusive education at both, regional and global levels. Methods: We have used an eclectic approach for the study by employing a scoping review methodology to identify peer reviewed journal articles from South Asian countries. Having identified 10 articles and three dissertations in total from India, Pakistan, and Sri Lanka, we have used a matrix method to present our data against nine best teaching practices for students with ASD. Results: Results from the review indicate three practices (of the nine best teaching practices) were most frequently used. These are assessments, alternative, and augmentative communication systems, and parent-implemented instruction/program. The other six teaching practices were not widely reported. Conclusions: We identify significant implications for practitioners, educators, and teacher education programs within the Asian region and beyond. The use of an eclectic approach in making choices regarding teaching strategies, incorporating varied research based effective teaching practices, and following a systematic and informed approach of assessments – teaching interventions – ongoing evaluation are key to supporting students with ASD. [ABSTRACT FROM AUTHOR]