Saudi Cultural Missions Theses & Dissertations
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Item Restricted Translator as Facilitator: Translating 'Harry Stottlemeier's Discovery' for Saudi Arabian Children(University of Edinburgh, 2024) Alsowaileh, Ilham; Mouazen, MarwaThis dissertation explores the role of the translator as a facilitator within the context of translating "Harry Stottlemeier's Discovery" by Matthew Lipman for Saudi Arabian children. It examines the integration of Philosophy for Children (P4C) principles in educational settings, emphasizing the development of critical thinking and philosophical dialogue among young learners. The research highlights the necessity of manipulating poetic and ideological content to align with Saudi cultural norms while fostering an engaging and relatable learning experience. A comprehensive analysis of translation strategies reveals the complexities of adapting philosophical texts to diverse cultural contexts, ensuring both accessibility and relevance for the target audience. Ultimately, this study contributes to the broader field of educational translation and the global dissemination of P4C principles, aiming to enhance the intellectual autonomy of children within conservative environments.19 0Item Restricted Critical and Comparative Analysis of the Legal Ruling Verses (Āyāt al-Āḥkām) in the English Translations of the Qur'ān(University of Exeter, 2024-04-08) Adnan, Abdulkareem; Bolduc, Michelle; Baig, MustafaQur’ānic translation is an area on which scholars focus their interrogation due to the book’s relevance to the Muslims. Another interesting area is the influence of religious ideology on the rendering of the translation. This study aims to examine how Qur’ān translators transferred the language of the legal ruling verses into English. It also explores how the religious ideologies of specific translators are embedded in their Qur’ānic translations and how that might have influenced the meaning of the ruling verses that these verses contain. This study adopts a descriptive comparative approach, using critical discourse analysis, to examine the legal ruling verses of the Qur'ān and demonstrate how the religious ideologies of the translators have implications on the selected Qur'ānic translations. The research engages two analytical levels: the textual level, for which an analytical comparison was applied to the lexical and semantic choices and employed Ivir's (1987) translations strategies. At the paratextual level, the critical discourse analysis was limited to the translator’s footnotes. The research was conducted to analyse the verses according to the standard beliefs of Islam that are based on a wide range of references such as Qur’ānic dictionaries, Qur’ānic exegeses, and the opinion of jurists and scholars. Due to the word limit, this study only analyses the Qur’ānic legal ruling verses related to Marital law and Punishment. The three selected Qur’ān translators are Ünal (2006), Yüksel (2007), and Nasr et al. (2015). The research conducted on Qur’ān translation reveals fascinating insights. Each translator had their own distinct purpose and ambition, which is evident from their footnotes. The research reveals the differences in reformist’s and traditionalist’s approaches to Qur’ān translation. The research also highlighted how translators used different strategies to translate words with legal connotations that were influenced by their cultural and religious ideologies. These findings have significant implications for comprehending legal ruling verses in the Qur’ān, as the translators' ideologies may be unconsciously or consciously reflected in their translations. This thesis draws attention to the fact that translators' ideologies must be taken into account while reading translations of legal terms. It also emphasises the vital role played by Qur’ān translators in translating legal ruling verses and lays the foundation for future research in this area.77 0Item Restricted Accounting Professionalisation in an Islamic Hegemony: The Case of Saudi Arabia(Saudi Digital Library, 2023-10-21) Aldawghan, Alaa; Mihret, Dessalegn; Ukwatte, SarathThe purpose of this study is to examine the accounting professionalisation in the Saudi Arabian context following the establishment of the local accounting professional body, the Saudi Organization of Certified Public Accountants (SOCPA), in 1992. It explained how the influence of Islamic hegemony on the accounting professionalisation project (APP) in the Kingdom of Saudi Arabia (KSA), against the background of globalisation, alters the accounting standards, accounting ethics, accountants’ practices, and the promotion to partnership level in audit firms. Drawing upon the theoretical lens of Gramsci’s concept of hegemony, the study investigated the interactions of the accounting occupational group, practitioners in audit firms (the international Big 4 and local audit firms) and the local socio-political context of KSA. By using qualitative semi-structured interviews, archival records, and Gramscian theory, the analysis showed that the accounting profession in KSA is affected by three major powers: the Islamic state, Islamic society, and the oil-based economy. KSA is characterised by state dominance. Due to the country’s rapid economic development over the past few decades, the government initiated a nationalisation policy, referred to as Saudisation, to reduce the dominance of expatriates. It was expected that the policy would lead to the accounting profession being nationalised and accounting firms being controlled by local professionals. However, nationalisation within the setting of globalisation showed an intertwining of protection and resistance. The globalisation impact was also expected to open the Saudi market, both nationally and transnationally; however, SOCPA exerted more control to develop the profession under Islamic hegemony. It was found that, with the support of the state: (1) Islamic hegemony protects local Islamic culture by integrating Sharia (Islamic) law with local accounting standards, ethics, and regulations. (2) Adoption of international accounting standards prompted a disagreement between supporters and opponents. However, Islamic ideology incorporated political and capitalist ideologies to endorse international standards to comply with Sharia law. (3) The nationalisation policy was introduced to protect the accounting profession from expatriates’ dominance; however, it also altered the partnership level of audit firms and the role of the SOCPA, to mitigate the tension between local and international practitioners and the conflict between the national and transnational settings. The study contributes to the empirical literature by exploring accounting professionalisation affected by Islamic ideology and hegemony, and presenting a view of a hybrid professional body that is more a state agency than an autonomous professional body. It also adds to theoretical knowledge by providing different insights into market closure that is based on ideological perspectives. Islamic hegemony thus alters accounting professional and ethical standards and the role of the accounting professional body. While literature on accounting professionalisation in developing countries (DCs) has explored the effect of political ideological perspectives in the accounting profession, research on religious ideology’s impact on the profession and its regulations in DCs is lacking. This study examined the ideological perspective and respondents’ knowledge of practitioners in audit firms and the professional body, while the accountants in commercial and financial organisations, and the role of education were left for future research.36 0Item Restricted Sociolinguistics of Saudi Vision 2030: Paradigm Shift Through English F English Faculty’s Perspectiv erspectives of T es of Translanguaging at a Saudi anslanguaging at a Saudi University.(UNM, 2023-08-01) Masrahi, Naif Ali Y; Trentman, EmmaMany educational systems around the world insist on applying an English Only Policy (EOP) when teaching the English language at universities without addressing their contextual needs. In Saudi Arabia, this problem leads to reduced satisfaction among faculty regarding students’ English level (Alharbi & Alqefari, 2022; Alkhairy, 2013; Alqahtani, 2020; Alsaawi, 2019; Alshammari, 2022; Altale & Alta’ani, 2019; Alzahrani, 2019; Elyas & Picard, 2010). However, the new educational transformation promised by Saudi Vision 2030 (2016) supports the Arabic language as a mother tongue for Saudis, English as an important language, and the teaching of critical thinking to respond to current global economic challenges. This creates a space for adopting translanguaging practices in English language classrooms by helping learners access their linguistic repertoire to understand, think, communicate, and learn the language (García, 2009). Recent studies at Saudi universities on faculty perspectives on translanguaging are limited in terms of context, participants, and vii methodology (Alahdal, 2020a; Alharbi & Alqefari, 2022; Alqahtani, 2022; Altale & Alqahtani, 2020; Alzahrani, 2019). Therefore, this qualitative case research examined the perspectives of six Saudi and international faculty members regarding translanguaging at a Saudi university. It answered the question: What are the perspectives of English as a Foreign Language (EFL) faculty at a Saudi university toward translanguaging, and why? Following the theoretical framework of sociocultural and translanguaging theories (Vygotsky, 1978; García & Li Wei, 2014), the study utilized interviews, focus group discussions, and field notes to collect the data. The thematic analysis (Stake, 1995) showed a positive position among faculty members regarding translanguaging. They called on decision-makers to empower them to participate in making pedagogic decisions according to students’ needs. Importantly, translanguaging could support the educational transformation of Saudi Vision 2030 through its pedagogic practices and its ability to support learners’ critical thinking. Moreover, faculty reported low awareness of translanguaging, which would require increasing their awareness of its systematic adoption. The study concludes with implications and suggestions for further research and teaching policy modifications to include translanguaging when teaching English in the classroom.43 0