Multinational Research Society Publisher

MRS Journal of Arts, Humanities and Literature

Issue-12 (December), Volume-2 2025

1. The Unvarnished Mirror: An Analysis of Social Realism and Social Criti...
8

S. Venkatakrishnaiah*, Prof....
Jawaharlal Nehru Technological University, Anantapur
1-4
https://doi.org/10.5281/zenodo.17785848

Khushwant Singh stands as one of the most distinguished writers in contemporary Indian English fiction, recognized for his profound commitment to social realism and unflinching critique of Indian society. This paper analyzes how Singh employs an unvarnished style, characterized by wit, humor, and candor, to expose the complexities, contradictions, and hypocrisy prevalent in modern India. Focusing on selected novels—including A Train to Pakistan (1956), I Shall Not Hear the Nightingale (1959), Delhi: A Novel (1990), and The Company of Women (1999)—the analysis explores his critique of historical trauma, political corruption, communal tensions, and shifting morality. Singh utilizes literature as a mirror to reflect the painful realities of life, such as the devastation of the Partition, the intricacies of the Sikh ethos, the failure of political leadership, and the candid exploration of human sexuality. Ultimately, Singh’s work is characterized by its powerful blend of satire and deep humanistic concern, ensuring his legacy as a courageous chronicler of modern Indian life.

2. A Comparative Study of Namita Gokhale and Arundhati Roy: Intersecting...
7

J. S. Jehu Raju*, Prof. V.B. C...
Research Scholar in English, Jawaharlal Nehru Technological University
5-8
https://doi.org/10.5281/zenodo.17785894

This research delves into the themes of oppression, gender, and the environment in Arundhati Roy‟s first book, The God of Small Things (1997), and Namita Gokhale‟s historical epic, Things to Leave Behind (2016), in a comparative approach. Using the Ecofeminist framework, this research attempts to show how the exploitation of women and nature, within the postcolonial Indian framework, is interlinked and is a result of a particular form of patriarchy. The research investigates the intersectionality of oppression through the female characters and protagonists, Ammu in Roy‟s novel and Tilottama/Kavita in Gokhale‟s, as they navigate and resist the systems of hierarchy based on gender, class, caste, and traditions. While Roy seeks to explain and critique the social fissures and their numerous ecological implications in a contemporary environment, Gokhale‟s historical writing reflects the growing ability to resist the imposition of liberal feminism at the cross-purpose of culture, the environment, and the gendered social order in the Kumaon region. Both authors address the imposition of patriarchal structures in their narratives and the related need for social and ecological justice.

3. Re-mapping Colonial Violence: A Postcolonial Study of Coetzee’s Life a...
3

Dr. Manohar Dagadu Dugaje*
Professor and Head Dept of English, MVP Samaj’s, Arts, Science and Commerce College Ozar (Mig)
9-12
https://doi.org/10.5281/zenodo.17879881

This paper analyses the novel Life and Times of Michael K by J. M. Coetzee in terms of the postcolonial theory by stating that the novel engages in a deconstructive mapping of the colonial violence in the geographical, narrative, linguistic, and bodily plane. Through the prefiguration of the marginal character of Michael K, a man of mixed race with restricted speech, Coetzee disrupts colonial cartographies, which divide people and places into systems of value and domination. The paper reveals the way in which violence in the novel is not an isolated and less physical act but is structurally embedded in institutions, discourses, and space practices that accrue to colonial rule. Tending to the geography of abandonment of the novel, the instrumentalization of law, the bureaucratic gaze, the subaltern tactics of withdrawal and reclamation, the present paper argues that Coetzee textualizes an ethics of unmapping and refiguration: it does not accept the colonial logics that only subject things can be seen as resources, threats or data. The article uses the postcolonial terms of coloniality of power, biopolitics, archival violence, and the strategies of subaltern speech to demonstrate how the silent and incessant agency of Michael K produces a counter-cartography which cannot be assimilated into nationalist or postcolonial teleologies. In conclusion, the paper recommends Life and times of Michael K as a model of thinking about decolonial memory and justice that is concerned about absence, nonlinearity and the reparative possibilities of dwelling.

4. DEVELOPING SOCIO-CULTURAL COMPETENCIES IN TEACHER TRAINEES: AN APPROAC...
3

Dr. Avi Abner*
Burgas State University “Prof. Dr. Assen Zlatarov”, Republic of Bulgaria
13-16
https://doi.org/10.5281/zenodo.17971500

This study examines the effectiveness of pedagogical animation as an approach for developing socio-cultural competencies among teacher trainees. The experimental research was conducted in a university environment with the participation of forty students enrolled in the part-time Bachelor’s degree programme in Preschool and Primary School Pedagogy at Burgas State University “Prof. Dr. Assen Zlatarov”. The participants, all in their final year of study and preparing for graduation, were divided into an experimental and a control group. The experiment was conducted under the academic supervision and motivational guidance of Assoc. Prof. Dr. Zlatka Dimitrova, whose lectures inspired the students to apply the principles of pedagogical animation in practice. The experimental group was trained through Abner’s three stage model, which integrates social engagement, creative interpretation, and professional cultural realisation. A mixed-method research design was applied, combining observation, structured interviews, and quantitative analysis. The results revealed a significant improvement in the experimental group’s levels of motivation, creativity, cultural sensitivity, empathy, and professional confidence, whereas the control group showed only moderate progress. The findings confirm that pedagogical animation can function as an effective educational technology for fostering socio-cultural awareness, professional growth, and cultural mediation in future teachers. When applied within university training, this approach enables students to recognise the educational potential of cultural heritage as a dynamic resource that connects learning with community, identity, and professional development.





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