Dissertations / Theses on the topic 'Pakistan Sind'

This study analyses the stories of young people, both male and female, from rural and economically weak backgrounds. Participants in the present study come from the province of Sindh, Pakistan, and Sindhi is their first language. The data consist of the narratives of their lives. They deal with their attitudes and behaviours, actions and struggles, hurdles and hardships, expectations and desires. The participants talked about their family, home, village, surroundings, socio-economic problems, etc. My participants struggled to make ends meet economically and worked hard to improve their social position and that of their families. This study tries to interpret the observations of the interviews in terms of the theories and categories of Pierre Bourdieu (cultural, social, and symbolic capital; habitus, field, symbolic violence, practice, etc) and treats them as evidence of these theories. Symbolic Interactionism was used to interpret small-world lives of one-to-one interaction of individuals with individuals and artefacts and their roles. Narrative Analysis was applied to stories taken from two interviews. I investigated how young people from poor rural backgrounds progressed towards a better standard of living. The socio-economic position of my participants in the social structures of their native villages hindered or facilitated their progress towards their goals. By interacting with people and artefacts in their environment, my participants managed to improve their standing in wider society. By getting an education, they found a way to cope with their day-to-day problems. But they were hindered in these attempts by the restrictions inherent in the existing social structures. This study found that my participants had to overcome obstacles which were so great that many other people from the same background never succeeded in doing so. This study is an attempt to look at their lives and the world at large through their eyes.

The recent emphasis on the importance of English language teaching and learning in public universities in Pakistan has resulted in the introduction of a new English as Second Language (ESL) programme including revised teaching approaches, content and assessment. However, to date, no rigorous and independent evaluation of this new programme has been undertaken particularly with respect to students' learning and experiences. This thesis seeks to address this gap by examining the effects of the new ESL programme on students' learning experiences, as well as teachers' perspectives and the broader institutional context. The study uses a qualitative case study approach basing its findings on the responses of purposively sampled students (n=17) and teachers (n=7) from the Institution of English Literature and Linguistics (IELL), University of Sindh, Jamshoro, Pakistan (UoSJP). Semistructured interviews, observations and document review were used as the main tools to collect a wide variety of data. The analysis of the data was informed by different theories including Symbolic Interactionism, Community of Practice, and Bourdieusian notions of habitus, field and capital. These theories offered an approach which bridges the structure and agency divide in understanding students' learning experiences. The study employed the concepts of institutional influences to examine the impact of UoSJP's policies and practices on the teaching and learning of the ESL programme. The concept of community, which is understood as the community of the ESL classroom, is used to examine the interactions of students-students and students-teachers. The notion of identity was used to examine the interaction of students' gender, rurality, ethnicity and previous learning experiences with different aspects of the ESL programme. In relation to institutional influences, the study found that UoSJP's institutional policies and practices are shaped by its position in the field of higher education, and in turn, these influences shape teaching and learning in the ESL programme. Specifically, UoSJP defines its capital as higher education for all, which in practice translates as admitting students who have been rejected by other universities and/or cannot afford private universities' high fees. In order to meet the language needs of disadvantaged students from non-elite English and vernacular medium schools, UoSJP offers the ESL programme. This initiative aims to improve students' English language skills in their first two years, and to fulfil requirements set by the Higher Education Commission (HEC). However, the university's treatment of the ESL programme significantly impacts on teaching and learning in terms of its policies and practices, in relation to faculty hiring, teacher training, relationship between the administration and ESL teachers, number of students in ESL classrooms, assessment criteria, ESL quality assurance, and learning support resources like up-to-date libraries. In relation to the community of ESL classroom, the study found that participation plays an important part in defining students' roles and their relationship with teachers and peers in the classroom. Teachers' pedagogic strategies and large classes were found to be influential factors affecting students' participation in the classroom. It was found that teachers use different pedagogic strategies, which define them as facilitators or knowledge transmitters accordingly. The facilitators allow students' full participation in the classroom by listening to their opinions, respecting their arguments, appreciating their feedback, acknowledging their contributions to the class, and demonstrating empathy to their problems. When in class with these teachers, students feel encouraged, confident and motivated to participate in the classroom. By contrast, the knowledge transmitters prefer monologue lectures when teaching ESL, and strongly discourage students' participation. Students are usually not allowed to ask questions or express their concerns to these teachers. In their presence, students revealed that they lacked confidence, and felt discouraged and demotivated from participating in the classroom. Moreover, in the context of large classes only students sitting on the front-benches are given opportunities of participation, while those at the back of the classroom are considered to be educationally weak, inactive, therefore ignored in interactive activities. The treatment of these students by teachers and students at the front of the class alike limits their participation in the classroom. In relation to identities, the study found that students frequently foreground their gender identities, rural-ethnic identities and identities as medical or engineering students in interaction with different aspects of the ESL programme. Some aspects of ESL textbooks including units which depict stereotypical gender roles conflict with female students' gender identities; units which are based on exclusively Western, urban contexts conflict with students' rural-ethnic identities, and units that are based on graph-comprehension conflict with students' identities as medical students. While others aspects of ESL textbooks particularly those units that are constructed on experiences and activities which are exclusively associated with men in Pakistan such as driving complement female students' gender identities; and those units which are set in a village, and focus on the culture and life of villages complement students rural-ethnic identities. Moreover, it was found that female students struggled in maintaining their role as ESL learners in comparison with their gender roles as sister and daughter. This thesis provides new insights into students' learning experiences and ESL in higher education. It also contributes to and enhances the literature on higher education in Pakistan. Furthermore, it enables policy-makers to reflect upon their policies, as well as provides suggestions to the UoSJP and its teachers.

Livestock production in Pakistan is an important part of Agriculture. For most rural farmers livestock is their only income generating source. Sindh has the second highest provincial livestock population in Pakistan. Increasing urbanization has increased the demand for milk and meat. Linked to this developing market, animal movements are frequent and trans-boundary animal diseases pose a constant threat to livestock production. Disease control strategies in Sindh are based on passive reporting. These control strategies are often inefficient because of biases in reporting disease. During the rinderpest eradication campaign novel techniques of participatory epidemiology were used for disease surveillance which enhanced the sensitivity of rinderpest detection and directly contributed to Pakistan's ability to declare provisional freedom from rinderpest in 2003 and final freedom from rinderpest in 2007. Despite participatory epidemiology showing its value at that time, it has not been institutionalized and the trained human resource has not been further utilized. This study was developed to explore the reliability, sensitivity, timeliness and cost-effectiveness of participatory epidemiology as compared to established data collection methods by public veterinary authorities of Sindh province and to expose policy/decision makers to the concepts, principles and benefits of participatory epidemiology for developing disease control strategies. Information on disease prevalence, importance and seasonality of major animal diseases from different production zones of Sindh was derived from available passive surveillance data and from purpose-designed sero-surveys and participatory epidemiology. The research identified weaknesses in current disease control policy planning and demonstrated how participatory epidemiology could contribute to a more efficient design and decision making pathway to develop more effective policies and control strategies for economically important diseases. The thesis finally outlines a pathway for integration of participatory epidemiology in the disease surveillance strategy for Sindh.

The Constitution of Pakistan has placed the responsibility for basic education in the State. In the 65 years of Pakistan, around 23 policies and action plans have been introduced with commitments to attaining universal primary education and other allied indicators. This has been evidenced by a series of activities aimed at boosting school enrolment and learning through significant though not sufficient allocations at the federal and provincial levels to education, currently standing at approximately 2 percent of GDP (approximately in the range of 25 to 30 percent of provincial budgets). Success has been limited; with the current state of education in Pakistan being dismal, characterized by low literacy and enrolment, acute regional and gender inequalities and poor learning levels. There are few if any chances of the country achieving the EFA goals. This is undoubtedly highly undesirable for a country of 180 million people, which is struggling to attain political stabilization and sustained economic growth for last many years. It is engulfed in a highly complex set of external and internal security challenges and which are expected to intensify in the post 2014 scenario subsequent to the departure of NATO forces from Afghanistan. Hence, improving the overall status on education is more a 'security issue' for Pakistan for ensuring not only peace and prosperity of its citizens but also its integrity and cohesion. This research paper encompasses various facets of education status in Pakistan, with emphasis on Sindh (the prime focus of this research), the second largest province in the country. The purpose of my research is to analyze the efficiency of the education resources and their impact on education. The aim of this study is to explore Variations in Relative Technical Efficiency in providing School Education in the province of Sindh, Pakistan. The methodology of this study has been determined with the aim of achieving the objectives defined in the research proposal. Econometric techniques have been used to build model for the analysis, which is based on panel data regressions for primary, middle and secondary education enrolment of 23 districts of Sindh in the period from 2005 to 2010. Estimations have been carried out using the fixed effect procedure as given in the STATA statistical package. Evidence from this study questions the efficacy of educational expenditure and finds no compelling evidence for the impact of education expenditure in case of primary level enrolment. Though the coefficient on public expenditures is positive and statistically significant but indicates a small impact on enrolment at primary level. The impact of education expenditures on the middle level and the secondary level is more pronounced. The coefficients for both these levels are statistically highly significant as well. The study finds that on an average; the mean efficiency for primary, middle and the secondary level are 39 percent, 64 percent and 75 percent respectively. The regression results from the production function that accounts for efficiency differences indicate that it costs less per students for efficient districts to achieve a set of standards. The present analysis reveals that it is not only the total allocation or expenditure but its utilization and management which determines the outcome.

L'obiettivo di questo lavoro di tesi è stato quello di realizzare un modello tridimensionale del sito archeologico di Banbhore, situato alla foce del fiume Indo, nella regione del Sindh Pakistano. Il lavoro è stato svolto in due fasi principali. La prima fase è stata quella di lavoro sul campo, in cui sono stati acquisiti i dati, tramite rilievi aerofotogrammetrici, utilizzando UAV (Unmanned Aerial Vehicle): il drone DJI Phantom 3 Professional. In alcuni punti sul terreno sono stati posizionati i target e nel loro punto centrale, identificato da un codice, sono state misurate le coordinate spaziali, i GCP (Ground Control Point), tramite ricevitori GPS; queste coordinate, in un secondo momento, sono state corrette con i dati registrati dalla stazione fissa. La seconda fase di lavoro equivale alla realizzazione di un modello tridimensionale del sito, utilizzando i dati GPS e i rilievi fotogrammetrici effettuati durante la campagna di rilevamento. La georeferenziazione del progetto avviene grazie all'utilizzo dei GCP, dati che equivalgono a longitudine, latitudine ed elevazione di un punto di coordinate note. Per questa elaborazione è stato utilizzato il software Pix4Dmapper, un software di fotogrammetria automatica per modelli 3D e nuvole di punti. La restituzione del modello 3D avviene grazie ad una serie di algoritmi di SFM (Structure From Motion), i quali si occupano di elaborare e creare una nuvola di punti, al fine di creare un modello tridimensionale dell'intera area di interesse.

The present study explores the functions of code-switching and the factors which motivate speakers to use it in the context of informal conversations among educated, multilingual Sindhi women at four colleges in Hyderabad and Kotri, Pakistan. Following on from such scholars as Blom and Gumperz (1972), Gumperz (1982), Myers-Scotton (1993a), Poplack (1980), this study uses a qualitative methodology consisting of audio recordings of informal interactions, the questionnaires filled in by the participants, which reveal their demographic information and observation notes by the researcher during the audio recordings. The data is then analysed using an interpretive approach. The findings provide evidence that code-switching is employed as a language strategy to achieve particular social goals. Multilingual code-switching into Sindhi, Urdu and English and a few instances of Arabic and other local languages provide sufficient evidence of participants' linguistic competence. The majority of participants use Sindhi as their L1 and English as their preferred language for code-switching. However, some participants who are Sindhi by ethnicity but acquired Urdu (their academic language) as their L1 predominantly use Urdu. The findings suggest that the participants use code switching to achieve particular social goals, such as to construct multiple identities, to express anger and humour, to discuss taboo issues and for specific textual functions such as recycling, self-repair, quotation, and idiomatic expressions. In the current study, the motivational extra-linguistic factors for the use of code-switching are historical-socio-economic factors, participants' social networks, conversational topics, and the social status of their interlocutor(s). The intra-linguistic factors consist of speakers' expression of their emotions and their linguistic competence. The most significant factor involved in the presence and absence of the use of codeswitching is the socioeconomic status of the participants. The results show the use of a huge number of English loanwords to fill lexical gaps which exist in Sindhi and Urdu. However, some instances of core borrowing (widespread borrowing in presence of equivalent in native language) from English are also used.

The province of Sindh, Pakistan has had considerable donor investment in its primary education system through development projects since the 1960s. These have not made an observable impact on the quality of teaching in government primary schools. This research is an evaluation and study of a pilot in-service teacher training programme, a component of the Sindh Primary Education Development Programme (1991-96). At the heart of the research is the question "How is it possible to effect long-term, sustainable change and development in schools in order to make teaching more effective?" Two basic hypotheses were considered during the course of the programme: (i) In-service training courses alone are not effective in changing teachers' behaviour and improving the quality of teaching beyond the short-term. School based developmental work should be integrated with the training plan, to initiate and sustain change and improvement. (ii) In the context of this programme, supervisors and primary headteachers are the most appropriate persons to conduct in-service training as they can continue to support and sustain development within schools. There is evidence to support both these hypotheses. The research indicates that the training has led to changes in perceptions, attitudes and understanding as well as in supervision, management and classroom practice but that the greatest change has been where follow-up support was given. There is evidence that, where a collaborative culture exists within a school, successful innovation is more likely to occur. Community involvement has also been found to be an important element in school development. The thesis concludes that there are limits to the amount of change possible without extra resources and direct support in schools. Training programmes should support networking and development within localities rather than train teachers in isolation from the context in which they work.Subsequently, a postscript has been added to the thesis. This is a reflective critical analysis of the development of the author's thinking over the period of the research with regard to a number of philosophical, epistemological and strategic issues relating to methodology and the dynamics of change.

Creative Writing as a teachable artistic practice, and reinforcing its identity with an appropriate pedagogical approach, has been a vibrant research area for some years now. Yet, despite a strong increase in writing courses all over the globe, there has been little research into how creative practitioners can actually contribute to facilitate the process of skill development in higher education learners, especially in the public sector universities across Sindh, Pakistan. In an effort to introduce Creative Writing as an academic discipline to government universities in Sindh, the present research sought to observe the impact of a training programme on English fiction on a sample of native learners. A total of thirteen students volunteered for this project. The research sample was selected from a population of second year undergraduates, enrolled in literature courses at the Institute of English Language and Literature (IELL) in the University of Sindh, Jamshoro, Pakistan (USJP); wherein Creative Writing had hitherto been a non-existent area of studies. Students were offered a twenty-nine session modular-workshop, aimed at exploring and expediting their artistic abilities in the short time span of a single semester. To ensure the trustworthiness of findings, the entire procedure was documented under the guidance of the researcher’s supervisory team. A post-workshop evaluation survey was also used for attaining student feedback. The setup of assessment items and analysis constructs of students’ narrative portfolios were adapted from validated sources and aligned with the context of this study. However, neither the feedback nor the assessment of students’ work was counted as the findings of this research. Unlike non-artistic inquiries, the post-training creative output gathered from project participants was interpreted as the final research outcome. Methodologically, this process was conducted following a matrix of three practice-oriented research paradigms; whereas “performative research” was selected as the principle data creation and presentation strategy. The resulting research insight has exhibited an in-depth understanding of approaches that could facilitate fiction composition abilities of learners from different language backgrounds, while writing in English. It also allows practitioners to consider non-typical methods of research to contribute holistically to the existing body of knowledge in the field.

The continuing disadvantage that poor and marginalized communities face in low-income countries is well recognized but international initiatives and government policies still fall short of providing sustainable quality education. The recently published Global Monitoring Report 2013 – 2014 “Teaching and Learning: Achieving Quality for All” recommends strategies for solving the quality crisis through attracting the best teachers, getting them where they are most needed and providing incentives to retain them. Few would dispute these strategies but their achievement is problematic, given the vastness of the challenge in a financially constrained global environment. This study is predicated on the acknowledgement that the strategies proposed provide too narrow a focus and that poor quality education is also due to contextual factors that have been relatively ignored. These contextual factors are investigated through this research. This research study explores community perceptions of school benefits as a lens through which to engage with marginalized rural communities' conceptualization of “quality” education. It utilizes Tikly and Barrett's (2011) framework for analysing quality education with its three key dimensions of inclusion, relevance and democracy. It investigates the factors and processes that are shaping perceptions of benefits within the three environments of policy-making, school and community. The research study uses a qualitative methodology, employing a critical stance, but engaging also with the insights of Bourdieu and Foucault viewing power as both repressive and productive. This research engages with the “regimes of truth” that have constrained social action as well as the process of discourse deconstruction and reconstruction that has shaped agency and facilitated social change. This is a multiple case study of four rural primary schools in marginalized communities in Sindh, Pakistan (two opened in 2002, two in 2007), using purposive sampling to maximize data heterogeneity. Data, mostly qualitative, was generated from semi-structured interviews with community leaders, school management committee members, parents and teachers. Focus groups were conducted with school graduates and teachers. Photographs were used as a participatory tool to facilitate interview and focus group discussions. The findings indicate that context-led policy, contextualized teacher training, pedagogy and curriculum and community leadership that facilitates agency are the key factors shaping perceptions of benefits. Emerging from these factors is both the employment of local teachers who can experience a transformational process that enables them to bring social change and a dynamic interaction between pedagogy and benefits. Positional benefits are highly valued with social skills being key to the development of social capital, which the findings indicate should be included in the discourse of “quality” education. The study provides empirical data demonstrating how the recent theoretical frameworks for quality education are being “fleshed out” in specific contexts and addresses issues raised in quality debates. It makes recommendations for the complementary role of non-government schools in the post-2015 EFA strategy and the provision of quality education in hard to reach areas characterized by poverty and marginalization in the global South.

The current study sets out to investigate the level of Pakistani university students’ willingness to communicate (WTC) in English and what affects users’ willingness in a setting where English has been taught, learnt, and used as a foreign language. Pakistan is a linguistically complex society where ethnic diversity and multiple educational systems increasingly makes English language teaching (ELT) daunting and challenging. This thesis, therefore, highlights particularly the linguistic issues users of English face while perceiving their willingness to communicate in English in their day-to-day affairs. I argue that linguists and policy makers, in Pakistan, have largely neglected or failed to address the issues related to users of English ability to communicate in English. Moreover, I argue that studying these users’ willingness to communicate in English has also been essential in a sense to comprehend that how such users perceive their level of willingness to communicate under various conversational contexts with different types of interlocutors. The present study was conducted at Shah Abdul Latif University (SALU), Khairpur, Pakistan. Khairpur is one of the oldest cities of Pakistan with its rich cultural heritage and political history. However, the educational standard is still in its early stages of development due to the rural location and lack of interest from the government. Using mixed-method research measures, the current study recruited N=350 research participants for self-administered questionnaires and N=15 for semi-structured interviews. The findings of the present study suggested that users of English from SALU did not have a high level of WTC and their WTC was affected by a host of factors such as topic, task type, interlocutors, interactional contexts, desire to get good grades, gender, lack of self-confidence and communication anxiety, and some of the background variables. Evidence from self-report questionnaires and semi-structured interviews indicated that familiarity with interlocutors and knowledge of the interactional contexts encouraged L2 learners to be more willing to communicate. Results of the study further revealed that the influence of the combination of variables differed between individuals and interrelationship could be too complex to be predicted. At the end, acknowledging the limitations of the current study, recommendations for future research have been proposed along with possible pedagogical implications.

碩士
淡江大學
中國大陸研究所碩士在職專班
106
Pakistan has an important strategic significance to China, and also occupies a special position in China''s diplomacy. After establishing diplomatic relations in 1951, the Sino-Pakistan relations have experienced 66 years of changes, in order to response to the international political situation. So far,China and Pakistan have set up an all-weather strategic partnership of cooperation even though their political system, social system, and cultural backgrounds are totally different. The close relations between two countries can be described as an unique, pioneering work of China''s foreign relations. The Sino-Pakistan relations have a great significance to the stability and development of the two countries and South Asia. In 2013, the President of China, Xi Jin-Ping proposed the establishment of the "Silk Road Economic Belt" and the "21st Century Maritime Silk Road", as known as the "One Belt and One Road Initiative", in order to build the longest and the most promising economic corridor in the world, which connect Europe, Asia, and Africa. It has become China’s primary strategy of external development in an attempt to expand its global economic and trade map and to control the region, even to gain the global economic dominance.However, with the growth of China''s comprehensive national power, it has become one of the major powers in the world, and even further replaced the position of United States, which has dominated the Asia-Pacific region. It caused "the China threat" between nations. The United States has also proposed " Returning to Asia-Pacific" and "Rebalancing in Asia" strategies, and use various diplomatic, economic and military exercises to win over the Asia-Pacific region and form an alliance to restrain China. In this case , Pakistan, which is located in an important strategic position, will naturally become the primary target between China and the United States. In addition, Pakistan is at the crossing point of China’s "One Belt and One Road Initiative", and both the "China-Pakistan Economic Corridor"built by China and Pakistan and the "Gwadar Port" owned by Pakistan are the key elements in the " One Belt and One Road Initiative". Obviously, The "China-Pakistan Economic Corridor" has an impact on the development of China''s "Belt and Road" strategy, that’s why the assistance and exchange between China and Pakistan have increased substantially. Pakistan''s strategic status have been significantly raised. The construction of "China-Pakistan Economic Corridor" is both an opportunity and a challenge to the development of the Sino-Pakistani relations. The future cooperation and the development of bilateral relations are worth our attention.

abstract: This dissertation discusses the processes of post-colonial minoritization of Hindus in Pakistan from the inception of the state in 1947 to the secession of the eastern wing (former East Pakistan, now Bangladesh) from the country after a civil and international war in 1971. The dissertation analyzes the emergence and development of the minority question in Europe and connects it with Colonial India, where it culminated into Partition of British India and emergence of Pakistan in 1947. The dissertation analyzes post- Colonial minoritization of Pakistani Hindus as a gradual process on three different but interconnected levels: 1. the loss of Hindu life from Pakistan, 2. the transference of Hindu property and 3. the political minoritization of Pakistani Hindus. The dissertation does so by approaching the history of Pakistani Hindus in two distinct geographical locations, Sindh and the ex-Pakistani province of East Bengal. It also includes discussion on Pakistani Scheduled Castes and Tribes. The dissertation is based on indepth, detailed fieldwork in Tharparkar district of Sindh province and archival research in Pakistan and Bangladesh.
Dissertation/Thesis
Doctoral Dissertation Religious Studies 2014

The Manchar Lake in Pakistan is in danger. So are the native fisher folk that populate the area and lake. The lake is undergoing water quality degradation due to both a decrease in the amount of freshwater inflow and an increase in the polluted agricultural run-off. The fish in the lake are dying and some fish species are becoming extinct, the people living on and around the lake are facing severe health risks, migratory birds are no longer stopping at the Manchar Lake and agriculture in the area is also suffering. This report focuses on time-series modeling and analysis of water quality data from Manchar Lake. We evaluate data for three sites within the Manchar Lake and complete time series models and analysis for two sites. Particular attention is given to the Electrical Conductivity data of the lake. The approach to modeling and time series analysis provide an example of potential uses of measured data to recognize shifts in water quality within the context of potential insights and recommendations about lake management in the area.
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Cette étude porte sur le schisme sino-soviétique et plus précisément de sa projection dans un conflit asiatique survenu en 1971, soit la troisième guerre indopakistanaise. D'abord en bon terme en vertu de leur alliance naturelle fondée sur une idéologie socialiste commune et une hostilité fondamentale envers l'impérialisme américain, les gouvernements chinois et soviétiques rencontreront des divergences qui se mueront en querelles puis en un conflit avéré. Le schisme sino-soviétique provoquera un bouleversement majeur de la dynamique géopolitique changeant ainsi les rapports de force sur la scène mondiale. Les contentieux territoriaux, la rivalité au tiers-monde et le désaccord idéologique entre les deux gouvernements provoqueront un conflit générateur de tensions extrêmes. C'est à l'intérieur de ce contexte que nous étudions un conflit sub-asiatique survenu en 1971, la troisième guerre indopakistanaise et la partition du Pakistan. L'année 1971 fut marquée en Asie du sud par des crises nationales et internationales. Il y eut en effet deux guerres de deux types différents, la guerre civile pakistanaise et la guerre interétatique indo-pakistanaise. L'Inde en livra une, le Pakistan deux. La conséquence principale de la guerre civile pakistanaise fut une catastrophe humanitaire marquée par des massacres sanglants et l'exode d'une partie de la population. La conséquence ultime de la guerre interétatique fut le démembrement du Pakistan et la création d'un nouvel État, le Bangladesh. Ces deux guerres redéfinirent les contours géopolitiques de l'Asie du sud moderne. Est-il possible que Pékin et Moscou aient utilisé le conflit indo-pakistanais pour se nuire mutuellement? Peut-être bien car cette tactique de guerre par procuration a été utilisée à la fin des années 1970. L'URSS a déjà eu recours à des bras armés comme ce fut le cas lors de l'intervention de Cuba, logistiquement organisée par l'URSS, en Éthiopie en 1977 lors de la révolte de l'Ogaden où les intérêts cubains s'effaçaient derrière ceux de l'URSS. Pour orienter notre recherche, nous formulons la question suivante: Dans le cadre du schisme sino-soviétique, estce que la Chine et l'URSS ont effectivement mené ce que des auteurs ont appelé proxy war lors du conflit indo-pakistanais de 1971? La prééminence des intérêts indiens dans le conflit ainsi que leur antériorité par rapport à ceux de l'URSS, et l'issue de la guerre sont les éléments clés qui nous incitent à formuler l'hypothèse: Le conflit indo-pakistanais en 1971 ne peut être considéré comme une guerre par procuration entre l'URSS et la Chine. Notre mémoire vise à démontrer comment et pourquoi il s'agit plutôt d'une très forte convergence des intérêts entre l'URSS et l'Inde, et entre la Chine et le Pakistan.

During the preliminary phase of analytical discourse on South Asia’s medieval history, the scholarship rigidly demarcated the material cultures of the pre-Islamic societies from those of the Muslim communities that were only introduced to the region’s landscapes once the Islamic political rule was established. This was done to simplify the process of examining the regional, religious, ethnic, political, and cultural disparities in the Indian subcontinent’s medieval milieu. Consequently, the exceedingly broad categories of “Muslim” and “Hindu” were conceived to portray the identities of South Asian societies and cultures. However, these categories remain in use even in the current art-historical scholarship that shows a tendency to classify the historical artifacts based on either geographic or sectarian identities. To that end, the sites developed by Muslim rulers are termed as “Islamic/Muslim,” and Hindu temples as “Indian.” Such simplistic classifications, which identify the social and material cultures with singular monolithic identities, overlook the dynamics of intercultural and interfaith interactions between the diverse co-existing communities of South Asian regions that played an active role in shaping those cultures. The Samma dynastic architecture in the vast necropolis of Makli – a UNESCO world heritage site located in the city Thatta (in present-day Sindh province of Pakistan) – presents an opportunity to examine this key methodological issue. Modern scholars classify Samma architecture under the polarities such as “Sindhi,” “Islamic,” and “Indo-Islamic.” The present research challenges these classifications to demonstrate that the overall artistic program of Samma architecture does not reflect any single culture, religion or region. In fact, it evinces a hybridization of style and character, and hence, transcends the standard categorization of architectural artifacts from South Asia. Therefore, by actively engaging with the architecture, decoration, and epigraphy, this study allows for the formulation of important conclusions on the meanings attached to the Samma dynastic architecture, which was a key medium of presenting their social, religious, political and cultural programs. Additionally, this study demonstrates where Samma monuments fit within the broader categories of artistic productions from South Asia as well as the wider Islamic world. Hence, where this research augments the overly broad and simplified classifications, it also aims to produce a more meaningful analytical framework that moves beyond visual analysis, iconography, and typology.
Graduate
2021-11-15