Appropriating Shakespearean graphic novels for Malaysian classrooms to create correct gender representations.

Public awareness on gender education may not be easily translated in living classrooms, which prompts new alternatives. In this study, we explored Shakespearean graphic novels in exposing Malaysian school students to gender-related issues. The two-fold research entails tracing the female presence in eight selected images from digital graphic novels that define the gender and place social expectations across the globe; and secondly, gathering teachers' perception of these selected graphic novels. The chosen images were divided into two categories-those published as the cover pages of graphic novels and those that were contested for the Graphic Shakespeare Competition established in 2016. These stereotypical images of women are inconsistent with the objective of achieving inclusivity and correct gender representations. The data analysed based on a semi-structured interview on six ESL teachers suggest that as much as the graphic novels are seen as valuable in pedagogical contexts and in exposing the students to learning English and gender representations through literature, the material selection, and pedagogical approaches, including determining the classroom activities must be cautiously considered in terms of their cultural appropriateness to ensure students' readiness and effective outcomes. Discussing these pertinent issues, especially in addressing gender (mis)representations relevant to education, helps pave a new route within the UN SDG Goal 5 where gender nuances and phrases ought to be carefully constructed in a new narrative that shapes global perception towards women.

The Interplay of Infidelity, Sexuality, and Religiosity in the Discourse of Mixed-Orientation Marriages: A Discursive Psychological Analysis.

This research examines the complex interplay of religiosity, sexuality, and infidelity. We adopted a case study approach in this research, and discourse was made central to the analysis. There were two participants; both identified as homosexuals. One participant, Fahrin, is married while the other, Muzz, is divorced at the time of the interview. The participants were subjected to an in-depth, semi-structured interview to gauge their experiences, perceptions, opinions, beliefs, and thoughts on their sexuality, Islamic faith as well as relationship with their spouses. The data were then transcribed and analyzed using the Discursive Action Model (DAM) and Discursive Psychology (DP) frameworks. From the analysis, two overarching themes were identified. They are (1) the allocation of blame and accountability and (2) the participants' attachment to their Islamic identity. The discussion then revolves around the societal role that pressures gay men to marry women and contextualizes the position of Islam on Homosexuality.

Towards the Sustainability of English Language Teachers Professionalism via Professional Development Programs: Extrinsic and Intrinsic Satisfactions.

With a great emphasis on understanding teacher satisfaction in designing and improving professional development programs (PDPs), this study investigated the intrinsic and extrinsic aspects of satisfaction among Malaysian English as a Second Language (ESL) primary school teachers after finishing their first-degree program. A mixed-methods design was employed by using both quantitative methods (by administering survey research) and qualitative methods (through the use of items of the semi-structured questionnaire). The survey questionnaire was adapted from OECD Teaching and Learning International Survey (TALIS) questionnaire to measure the level of intrinsic and extrinsic teacher satisfaction among the samples. Descriptive analysis was used to analyse the survey research data collected from 30 secondary school English language teachers in Kuala Terengganu, east coast of Malaysia. The findings revealed that personal gains did not contribute much to PD activities in relation to the level of the teacher's extrinsic satisfaction after following their first-degree PD program. The study indicates that teachers differ from each other in terms of the source of their motivation for PD, whether intrinsic or extrinsic, and the type of development they aim for. This is hoped to show direction to the policymakers and organizers of PD programs in enhancing the program by taking into consideration of the teacher satisfaction, seniority, and professional background.