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Investigando los Éxitos y las Dificultades de Implementar un Programa de Inmersión Dual a Través de las Perspectivas de Tres Administradores
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In: World Languages and Cultures (2020)
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| 42 |
FFA Informational Video in Spanish
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In: Agricultural Education and Communication (2020)
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| 43 |
Creando un Sitio Web para Concientizar Cómo Implementar un Programa Bilingüe
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In: World Languages and Cultures (2020)
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| 44 |
Diversity and Social Justice in the Massachusetts Classroom: Teachers Implementation and Students Reflections
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In: Honors Program Theses and Projects (2020)
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| 45 |
Supporting English Learners in STEM
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In: Honors Program Theses and Projects (2020)
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| 46 |
Modibbo Kilo (1901 - 1976): Rayuwarta da Ayyukanta Ta Biyu ga Nana Asma’u bn Fodiyo a Karni na 20 (Her Life and Literary Works, Second Daughter to Nana Asma’u bn Fodiyo in the 20th Century)
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Abstract:
The entire manuscript is available for download as a single PDF file. Higher-resolution images may be available upon request. For technical assistance, please contact open-help@bu.edu. Fieldwork Team: Dr. Mustapha Hashim Kurfi (Principal Investigator), Hauwa Usman (Local Project Manager), Alhaji Abubakar Maikudi Aishat (General Field Facilitator). Technical Team: Prof. Fallou Ngom (Project Director and the Former Director of African Studies Center), and Eleni Castro (Technical Lead, BU Libraries). These collections of Gender in Nigerian Ajami Manuscripts are copied as part of the African Studies Center’s Ajami Library. Access Condition and Copyright: These materials are subject to copyright. All rights reserved to the author. For use, distribution or reproduction contact Professor Fallou Ngom (fngom@bu.edu). Materials in this web edition may be cited as: Kurfi, M. H., Hauwa U., Ngom, F., and Castro, E. (2020). African Ajami Library: Gender in Nigerian Ajami Manuscripts. Boston: Boston University Libraries: http://hdl.handle.net/2144/41953. For Inquiries: Please Contact Professor Fallou Ngom (fngom@bu.edu). ; Provenance / Custodial history: This document is owned and authored by Professor Sa’adiya Omar who is the most celebrated author on women in the Sokoto Caliphate of Northern Nigeria. Professor Sa’adiya Omar was born into the families of Khadi Malam Usman Salihu and Fatima (Goggon Takai) in 1952 at Kiru in Kano state, Nigeria. Her background and love for the pursuit of Islamic knowledge had immersed her in the Islamic traditional knowledge system. She holds a BA in Hausa language and Islamic Studies in 1978 from Bayero University, Kano and an MA from the University of London in 1984. Her PhD in Linguistics is from Usman dan Fodio University, Sokoto. She served as the National Amirah (President) of the largest Muslim umbrella organization in Nigeria – Federation of Muslim Women’s Associations in Nigeria (FOMWAN). At the present, she serves in many capacities, including being a member of various Islamic committees in Sokoto state and across Nigeria. ; This manuscript is about the life of Modibbo Kilo (1901 - 1976): The second child of Nana Asma’u. It traces her roots, education, marital and family life, literary works, beliefs, her quest for knowledge and its dissemination, and ultimately her death. The work is an empirical study that involved methodological triangulation in which the author combined archival research, content analysis of manuscript archives, and ethnographic fieldwork by traveling to various places where Modibbo Kilo had lived. These places include Mecca, Saudi Arabia. While there, she is said to have built classes and mentored men, women and children. The manuscript is divided into four main parts: 1) the life and works of Modibbo Kilo, 2) her literary works, 3) an examination of her manuscripts, and 4) poems composed in honor of Modibbo Kilo. The author dedicated the work to the late Malam Ibrahim Gandi Junaidu who had inspired and supported her to write the work. Originally written in 2018 in Hausa language using Latin script and transliterated into Hausa Ajami in 2020. ; The contents of this collection were developed with support of the Title VI National Resource Center grant # P015A180164 from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government.
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Keyword:
Ajami script; Asma’u; Education; Gender; Hausa Ajami; Islamic poems; Islamic poetry; Kilo; Manuscript; Modibbo; Muslim clerics; Muslim women; Nana; Nigeria; Religious leaders; Sokoto; Women clerics; Women in Islam; Yantaru movement
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URL: https://hdl.handle.net/2144/42200
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Malamai Mata a Daular Usmaniyya a Ƙarni Na Sha-tara da Karni Na Ashirin (Women Clerics of the Usmaniyya Empire [Sokoto Caliphate] in the Nineteenth and Twentieth Centuries)
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| 49 |
Two-Way Cultural Transmission in Study-Abroad: U.S. Host Families and Japanese College Students in Short-Term Homestay Programs
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In: Faculty Journal Articles (2020)
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| 50 |
Power, policing and language policy mechanisms in schools: a response to Hudson
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| 51 |
Language-Supportive Coaching Practices for Athletes Who are Learning English
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In: Scholarship and Professional Work – Education (2020)
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| 52 |
Black band for Brown students: a culturally relevant pedagogy?
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| 53 |
Being everything to everyone: the lived experiences of first-generation college students and how colleges can better support them
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| 54 |
A Case Study: How Do We Compensate Minoritized Social Justice Authors and Still Use an Open License?
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In: CTL Teaching Gallery (2020)
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| 55 |
Equality of condition and assessment in the secondary school choral classroom
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| 56 |
Corpus Analysis of Engagement Discourse Strategies in Academic Presentations
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In: World Languages Faculty Publications and Presentations (2020)
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| 57 |
Self-Efficacy and Attitudes for Vocabulary Strategies Among English Learners and Native Speakers
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In: Literacy, Language, and Culture Faculty Publications and Presentations (2020)
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| 58 |
The Challenges and Benefits of Maintaining ECE Children's Home Languages in New Zealand
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| 59 |
The Self-perceptions of NNESTs in Saudi Arabian Public Schools Regarding Their Teaching Abilities and Their Views About English Language-in-education Policy
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Supporting Cultural Awareness for Teaching Staff in a Polytechnical Institute
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