http://dspace.daffodilvarsity.edu.bd:8080/handle/123456789/5554 Mon, 27 Apr 2026 00:30:31 GMT 2026-04-27T00:30:31Z http://dspace.daffodilvarsity.edu.bd:8080/handle/123456789/16416 Can South Asian Prison Literature Contribute to the Global Literary Heritage? Plabon, Animas Debnath This study examines the importance of South Asian prison writings by Benazir Bhutto, Mahatma Gandhi, Jawaharlal Nehru and Sheikh Mujibur Rahman with a focus on how they have evolved due to their resistance, psychological resilience, socio-political commentary, and colonial andpostcolonial struggles. According to postcolonial theory, trauma theory and Marxist theory, the research involves a qualitative and comparative thematic approach. The study also compares these South Asian prison literatures with globally accepted writing such as Long Walk to Freedom by Nelson Mandela, to examine the global significance of these writings. The findings explore South Asian prison literature is very crucial for global literary canon because of the exploration powerful themes, history and culture. Moreover, it highlights imprisonment as a place for introspection, transformation and enhancing ideologies to resist against oppression. Thesis Mon, 08 Dec 2025 00:00:00 GMT http://dspace.daffodilvarsity.edu.bd:8080/handle/123456789/16416 2025-12-08T00:00:00Z http://dspace.daffodilvarsity.edu.bd:8080/handle/123456789/16401 Cyberbullying, Body Shaming, and Self-Esteem: A study of Gen Z in Resource Constrained Educational Settings Khatun, Mst Sania With the continued rise of social media, cyberbullying and body shaming have become the main issues affecting Generation Z children in the most disadvantaged areas of education, where there is a lack of support for mental health. Bleak self-esteem is the main focus of this study, there searchers wanted to find out how the self-esteem of youngsters could be affected through these sources of online harassment, and to what extent social comparison and self-discrepancy mediate the process, as well as how gender, peer validation, and social media engagement might influence it. Descriptive statistics and exploratory procedures using SPSS were used to analyze data gathered from 129 students. The study finds that distressing online events, especially those targeting one's appearance, significantly impair an individual's adolescent confidence and sense of worth. Social comparison and self-discrepancy intensify the negative impact of these factors because they determine how one evaluates oneself in an unrealistic way. Peer validation was found to be a powerful moderating factor that provided a temporary boost to self-esteem, while excessive social media use made one more susceptible to negative online interactions. Gender had a weaker but still noticeable moderating effect. The psychological effects of body shaming and cyberbullying on the target are complex and highly dependent on the circumstances, as evidenced by the present research. The findings call for various measures such as targeting the interventions to the need, improving the digital literacy, and ensuring easy access to mental health support in the schools so that the young people facing the online world can be better protected. Thesis Tue, 09 Dec 2025 00:00:00 GMT http://dspace.daffodilvarsity.edu.bd:8080/handle/123456789/16401 2025-12-09T00:00:00Z http://dspace.daffodilvarsity.edu.bd:8080/handle/123456789/16263 Ambitions and Obstacles to English Learning among Children of Tea Garden Workers in Bangladesh Basit, Tasnia This study aims to investigate the ambitions of Tea Garden Workers’ children in learning the English language, as well as the obstacles they experience in this process, with a particular focus on how extreme poverty within their community hinders the quality of English education they receive. The study provides recommendations for policymakers to implement real-life solutions that ensure equal learning opportunities for the children of this marginalized community. A closed ended questionnaire consisting of 30 Likert-scale questions was developed for data collection to measure six factors that are based on Stephen Krashen’s Affective Filter Hypothesis and Vygotsky’s Sociocultural Theory. A task was also provided to measure the participant’s English proficiency. Using the questionnaire, data has been collected from 75 children enrolled in three primary schools located in three different tea gardens in Moulvibazar. Findings from this quantitative study reveal that although these children possess strong motivation to learn English, significant economic and social barriers hinder their learning process which keeps them stuck inside the constant intergenerational poverty cycle. The study provides insights and recommendation for the governmental and non-governmental organizations to take necessary initiatives in order to enhance the quality of English education of the children in Tea Garden communities. Thesis Mon, 15 Dec 2025 00:00:00 GMT http://dspace.daffodilvarsity.edu.bd:8080/handle/123456789/16263 2025-12-15T00:00:00Z http://dspace.daffodilvarsity.edu.bd:8080/handle/123456789/16259 The Knowing-Doing Divide in Early Writing Instruction for Preschool Children in Low-Resource Settings Sonali, Arefin Islam The effectiveness of early writing instruction is frequently compromised by a "knowing-doing divide"—the persistent gap between teachers' understanding of developmentally appropriate practices and their classroom implementation. This study critically examines this divide within low-resource preschool settings in Bangladesh, utilizing the Theory of Planned Behavior (TPB) and Sociocultural Theory to analyze the factors influencing teacher instruction. A mixed-methods questionnaire was employed to quantify and describe preschool teachers' beliefs (RQ1), measure their self-reported instructional practices (RQ2), and identify the systemic constraints (Perceived Behavioral Control/RQ3) hindering the adoption of evidence-based methods. The research is expected to demonstrate a significant discrepancy between teachers' positive beliefs regarding composing and invented spelling and their high frequency of low-level practices, primarily focusing on handwriting drills. Analysis of the barriers will highlight resource deficits, large class sizes, and inadequate training as key drivers of the implementation gap. These findings underscore that simply enhancing knowledge is insufficient; meaningful change requires focused interventions that alleviate material and contextual barriers, thereby increasing teachers’ perceived control over their pedagogical decisions in resource-scarce environments. Thesis Sun, 14 Dec 2025 00:00:00 GMT http://dspace.daffodilvarsity.edu.bd:8080/handle/123456789/16259 2025-12-14T00:00:00Z