Hegemonic Open Science, emergent from the circuits of knowledge production in the Global North and serving the economic interests of platform capitalism, systematically erase the voices of the subaltern margins from the Global South and the Southern margins inhabiting the North. Framed within an overarching emancipatory narrative of creating access for and empowering the margins through data exchanged on the global free market, hegemonic Open Science processes co-opt and erase Southern epistemologies, working to create and reproduce new enclosures of extraction that serve data colonialism-capitalism. In this essay, drawing on our ongoing negotiations of community-led culture-centered advocacy and activist strategies that resist the racist, gendered, and classed structures of neocolonial knowledge production in the metropole in the North, we attend to Southern practices of Openness that radically disrupt the whiteness of hegemonic Open Science. These decolonizing practices foreground data sovereignty, community ownership, and public ownership of knowledge resources as the bases of resistance to the colonial-capitalist interests of hegemonic Open Science.

The Rohingya is a Muslim ethnic minority group in Rakhine State of Myanmar.It is now established but controversial fact that the Rohingya is a stateless population of the world who has found shelter across vast swathes of Asia mainly in Bangladesh, and also in India, Pakistan, Thailand and Malaysia. But a majority of Rohingyas are living in various camps of Bangladesh with statelessness identity. Recently, the UN warns that the Rohingya children who are living in various camps of Bangladesh would be the lost generations of the world. This article discusses the aspects of “stateless community” and “lost generation” of the world’s most persecuted people-the Rohingya.

Being persecuted and expelled from Myanmar, Rohingya refugees are now distributed throughout the world. The Southeast Asian nation of Malaysia has been a preferred destination for Rohingyas fleeing Myanmar’s state-sponsored genocide and more recently in a bid to change their fates from the refugee camps in Bangladesh. Refugees are one of the most vulnerable groups in Malaysia and often face dire circumstances, in which their health and wellbeing are compromised. Amidst a plethora of structural challenges, Rohingya refugees try to claim some of their rights with the aid of the UN card (UNHCR ID cards) in Malaysia. Guided by the culture-centered approach (CCA), this study examined the perspectives and experiences of healthcare among Rohingya refugees while living in Malaysia, now resettled in Aotearoa, New Zealand. The participants’ narratives showed that the UN card not only materialized their refugee status in Malaysia but also offered them a way of living in a world where documents anchor the materiality of health.

At present Bangladesh is hosting more than 1.1 millions of Rohingyas who have been migrated from Myanmar and maximum of them are living in 34 makeshift camps of Cox’s Bazar and some thousands start to live at Bhashan Char of Bangladesh. The Government of Bangladesh (GoB) does not recognize Rohingyas as refugees and so they are not entitled to claim even the rights of refugees in Bangladesh. Getting support from the international community, the GoB still tries to repatriate Rohingyas to Myanmar, as the repatriation will relieve the huge burden of Bangladesh. But Rohingyas are not interested to go back to their home country, Myanmar, without establishing their citizenship and some other rights. As a result, till today not a single Rohingya has been repatriated to Myanmar and so at present the future of the Rohingya is in uncertainty. Bangladesh always think the fruitful solution of the Rohingya Crisis lies on their repatriation but more than three years after Rohingyas’ new entry in 2017 no repatriation happens and so the question arises. “What may be the future of Rohingyas?”, “Is the future of Rohingyas rely on their repatriation or staying in Bangladesh for a longer period of time with or without restoring their rights?”, would be tried to discuss in this article. If the Rohingyas will have to stay in Bangladesh for a longer time, then what the GoB should do, will also be discussed in this paper. For this, the field visit and interviews with Rohingya refugees at Rohingya Refugee Camp in 2018 and also in 2020 by the first author, M. M. Rahman, and his more than 3 years working experience on Rohingya crisis at BTV (Bangladesh Television) and the literature reviews by all the authors will be utilized.

Introduction: Lecture is an important method of instruction through which the undergraduate medical students acquire knowledge, experience, skill and attitude. There are however, serious questions regarding the effectiveness of the traditional lecture approach. Yet, it is agreed upon that this can be more effective by making this approach methodical and more interactive.Objectives: This study was conducted to assess medical teachers’ skills in instructional events in their lecture classes.Materials and Methods: A descriptive, crosssectional study was conducted from July 2013 to June 2014 at conveniently selected six medical colleges of the country. At those selected institutions 30 lecture classes were observed and views of 1500 students were collected. A checklist with rating scale having rubric was used by the researchers to record the necessary observations while attending the lectures covering 8 instructional events. Out of 30 lecture classes, 13 were of preclinical subjects and 17 were of paraclinical area. Views of 1500 students were collected on a self administered structured questionnaire just after attending observed classes, covering 11 areas of performance. Out of them 732 were preclinical students and 768 were paraclinical students.Results: In this study, majority of the respondents (67%) agreed that the teachers successfully gained attention. In mentioning objective, the observer marked more than half (53.3%) of the teachers as unsatisfactory. The mean score of observer’s opinion in mentioning objective was 0.97±1.35. More than one fourth (23.55%) of the student respondents did not agree that the teachers stimulated prior knowledge in the lecture class. More than one fourth (26.15%) of the respondents did not agree that necessary feedback were taken by the teachers. Forty two percent of the respondents did not agree that the teachers provided a good summary at the end. More than one fourth of the respondents (26.85%) did not agree that the lecture was interesting. In this study, some of the key performances of the teachers like mentioning objective of the lesson, providing summary, legibility of teaching aids were scored less than 2, indicating that those were the problem areas and should be emphasized more. In this regards, continued medical education/continued professional developmental program of medical colleges should be valued and exercised properly.Conclusion: Effectiveness of a lecture largely depends on the knowledge of the teachers in teaching methodologies, their individual skills in presentation and their ability in classroom management. This study revealed that the teachers of medical colleges had been missing some important characteristics of effective lecture.Journal of Armed Forces Medical College Bangladesh Vol.11(1) 2015: 19-24