Misnaton Rabahi- B. Engineering (Agricultural), UPM, Malaysia; MA (Quality Management) U of Wolverhampton, UK; PhD (Educational Management) UPSI, Malaysia.
- Researcher at Sultan Idris Education University
Misnaton Rabahi
- B. Engineering (Agricultural), UPM, Malaysia; MA (Quality Management) U of Wolverhampton, UK; PhD (Educational Management) UPSI, Malaysia.
- Researcher at Sultan Idris Education University
Follow me on LinkedIn at Dr Misna Arif Rabahi for updates on my status and services.
About
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Introduction
Current institution
Publications
Publications (19)
Background and Purpose: Mate poaching is a phenomenon that contributes to extramarital affairs and increasing divorces. Extant literature indicates the lack of research on mate poaching roles in Malaysian context. The purpose of this paper is therefore to present a preliminary literature review towards an exploration of mate poaching phenomenon in...
This paper discusses strategic considerations derived from findings of a grounded theory study exploring the process of leading learning among Orang Asli students. Using Glaser's Classic Grounded Theory method, the study captures learners' voices and analyses how they have survived the schooling process despite the challenges and deficit theorising...
Abstract:
Inclusive education is about educational provision that supports a large variety of students. Inclusion means living and learning together that benefits everyone, not just those labelled as having a difference. As such, inclusive pedagogy encompasses teaching and learning processes that incorporate provisions that are contextually respon...
Abstract:
Worldwide, schools in remote and rural communities are generally underserved, characterised by weak curriculum, lack of trained teachers and inadequate resources. While families in these communities are marked by poverty, focused on eking a living. In these communities, learning resources for education are certainly not at the fore of pa...
Abstract:
Worldwide, schools in remote and rural communities are generally underserved, characterised by weak curriculum, lack of trained teachers and inadequate resources. While families in these communities are marked by poverty, focused on eking a living. In these communities, learning resources for education are certainly not at the fore of pa...
This paper utilises the Leading Learning Model of Hope (Rabahi, Yusuf & Awang, 2015, 2016, 2017) to revisit the good practice benchmarks in Teaching English to Speakers of Other Languages (TESOL) Quality Audit Framework developed by Jawaid (1998, 2014). The Leading Learning Model abstracts the learning experience of Orang Asli students that have em...
Past research on the indigenous Orang Asli education highlights the various factors that contributed to the Orang Asli students’ learning disengagement and poor achievement in school, both primary and secondary. This paper presents a grounded theory perspective that illuminates the learning journey of Orang Asli students who have reached higher edu...
This paper highlights the initializing stage of a Grounded Theory research that focusses on how some students from the Indigenous Orang Asli community survived deficit theorizing; a theorizing approach that rationalizes the learning disengagement among them. Influenced by arguments of the anti-deficit thinkers, this research seeks to understand the...
Orang Asli is the name attributed to the indigenous population originating from the hinterland of Peninsular Malaysia. Previous researchers have indicated substantial learning disengagement among the Orang Asli students. Prevalent dropouts and absenteeism were attributed to issues related to school, teachers, learners, parents, and communities. Per...
Past research argued that the lack of parental involvement contributed to poor academic achievement among the Orang Asli (OA) students. This paper illuminates OA parental involvement with their children's learning, based upon a Grounded Theory study of learners’ retrospective perspectives. Participants were fourteen OA students who have reached ter...
'I can do it !' series provides early reading opportunity for younger children. Each book contains clear and attractive pictures of real life processes familiar to children's world. The processes can be developed into practical exercises to make learning more fun and meaningful.
Early English. Suitable for 3-7 Years Old. 6 Books (My ABC 'Air Batu...
My Fun Pages (TM) series aims to help children cope with the current demand of learning Mathematics and Science in English. This series is graded gradually, with new challenges in the learning process. Scientific and mathematical ideas advance along with the introduction of new objects.
View selected pages of My Fun Pages (Book 1 - Book 4) at:
https://books.google.com.my/books/about/My_Fun_Pages_Book_1.html?id=eE-Ikvbt9lIC&redir_esc=y
https://books.google.com.my/books?id=EK_xElzUw-kC&source=gbs_book_other_versions
https://books.google.com.my/books/about/My_Fun_Pages_Book_3.html?id=e9TpFouDVRAC&redir_esc=y
https://books.google.com....
View selected pages of My Fun Pages (Book 11) at:
https://books.google.com.my/books/about/My_Fun_Pages_Book_11.html?id=FHmPfUlf8bcC&redir_esc=y
This series provides real interactive and integrated learning and teaching resource for younger children (3-7). The contents have been developed based upon Best Practice Research and Case studies conducte...
View selected pages of My Fun Pages (Book 5 - Book 7) at:
https://books.google.com.my/books/about/My_Fun_Pages_Book_5.html?id=40gZ53ojDEwC&redir_esc=y
https://books.google.com.my/books/about/My_Fun_Pages_Book_6.html?id=Zf5NQpK3lBAC&redir_esc=y
https://books.google.com.my/books/about/My_Fun_Pages_Book_7.html?id=_z775IWn9IEC&redir_esc=y
This series...
View selected pages of My Fun Pages (Books 8, 9, 10) at:
https://books.google.com.my/books/about/My_Fun_Pages_Book_8.html?id=NS1NV-1OHGwC&redir_esc=y
https://books.google.com.my/books/about/My_Fun_Pages_Book_9.html?id=tzuUzz5zjkYC&redir_esc=y
https://books.google.com.my/books/about/My_Fun_Pages_Book_10.html?id=_y8g2xgMKMgC&redir_esc=y
This series...
Questions
Questions (6)
Memo: January 15, 2020. Affair Partnering Strategies. Transference.
A distinct pattern in extramarital affairs data is the use of displacement and projection strategies by Mate Poachers to unlock Married Partners' cognitive and affective empathy. In professional counselling setting, these strategies occur as Transference. Transference helps process clients' issues and conflicts. Counsellors or Therapists through cognitive empathy help clients identify the root of their conflicts and increase adaptive functioning, behaving more on reality and less on instinctual cravings. However, in non-therapy or counselling setting, transference by Mate Poachers can be used to successfully trigger Counter-Transference in Married Partners. In counter-transference, Married Partners cross the boundary of cognitive empathy into affective empathy, that could lead to extra-marital affairs. Subsequently, in extramarital affairs, Affair Partners maintain the use of these strategies to sustain the affairs.
Memo:
The question is linked to my current study of the role of Affair Partner (AP) in extramarital relationship among Muslim marriage. Affair Partner may or may not be Muslim.
A Muslim man is allowed a maximum of 4 wives at any one time. This opportunity increases the confidence of a mate poacher in pursuing relationship with a married Muslim partner.
Literature:
Mate poaching involves action and intent . Poaching involves two key elements:
- Pursuit. The pursuit of someone that is already in a relationship (and the poacher knows it).
- Intent. The intention to pry a person away from their partner.
This is an extract from the memo update on 'Polygamy in Islam'.
4. In discussing extra-marital affairs, the issue of lies and deceptions are central to the secrecy. However, the role of Affair Partners in keeping the flame alive secretly is seldom brought into discussion or consideration when trying to resolve the conflicts.
Please refer to the Project Log (Updates & Questions) for more details.
Thank you.
I am interested to gather Grounded Theory definitions of the above four concepts. By Grounded Theory definition, I mean the definition/ description/interpretation of the above concepts (or any of the above concepts) based upon your real experience. That means you will have to explain the context/experience/observation that gives rise to your unique interpretation.
Context is important, (Personal/Professional), while maintaining ethical anonymity of course.
Thank you very much for your participation in the discussion.
