References
Home > Vol. 6 Issue 1 > Article 1 > References >

 

Living on Borrowed Identity: Negotiating the challenges of Sri Lankan Pirivena education and upholding the identity as Buddhist monks

 

Nirosha Ruwanpathirana, Samitha Udayanga, and BKD Lakmali

References

Adhikari, A. (1993). Sri Lankawe sambhavya adhyapanaya ha maha sangana [The intellectual education of Sri Lanka and the Buddhist Sangha]. Colombo: Sri Dhara Publishers.
Amarasekara, S. (2017). Buddhist Meditation Monasteries in Ancient Sri Lanka. Journal of Arts and Humanities, 6(01), 59–68.
Andradi, D. (1967). English educated Ceylonese in the official life of Ceylon from 1865 to 1883. London: University of London
Bandaranayake, S. D. (2009). Sinhalese Monastic Architecture: The Viharas of Anuradhapura. New Delhi: Orient Blackswan.
Barua, T. (2014). Impact of Buddhist monastery-based education in the removal of poverty: A comparative study of Sri Lanka and Bangladesh. Retrieved from http://www.icdv.net/2014paper/ws5_18_en__Impact_of_Buddhist_monastery_based_education_299406285.pdf
Basham, A. L. (2004). The Wonder that was India. London: Picador.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
de Silva, C. (2019). The Education of Buddhist Monks in Sri Lanka: A Historical Review and Some Suggestions for Reform. Sri Lanka Journal of the Humanities, 42(1–2), 1.
de Silva, K. M. (1972). Sri Lanka (Ceylon) The new republican constitution. Law and Politics in Africa, Asia and Latin America, 5(3), 239–249.
de Silva, K. M. (1981). A History of Sri Lanka. Los Angelese: University California Press.
Dhammajothi, M. (2020). Challenges of Sri Lankan Buddhist scholarly tradition to create Sri Lanka as the hub of Pali and Buddhist education (pp. 1–11). pp. 1–11. Colombo: University of Colombo. Retrieved from https://colomboarts.cmb.ac.lk/wp-content/uploads/2014/11/Rev-Dhammajothi.pdf
Hori, V. S. (1996). The Study of Buddhist Monastic Practice: Reflections on Robert Buswell’s ‘The Zen Monastic Experience. The Eastern Buddhist, 29(2), 239–261.
Jayaram, N. (1994, January 26). Religious revivalism and ethnic fratricide: The tragedy of Sri Lanka. Contributions to Indian Sociology, Vol. 28, pp. 163–168.
Karunarathna, W. (1974). Buddhism and Chirstianity in Ceylon. University of London, London.
Keerthirathne, W. K. D. (2020). A Study On Evolution Of Pirivena As An Educational Institute From Past To The Present In The History Of Traditional Education In Sri Lanka. International Journal of Humanities and Social Science Invention, 9(6), 41–45.
Kloppenborg, R. (1984). The Role of Buddhist Monks in Development Activities. Bijdragen Tot De Taal-, Land- En Volkenkunde, 140(1), 92–105.
Mendis, G. C. (1952). Ceylon under the British. Colombo: Educational Publsihers.
Morse, J. M., & Clark, L. (2019). The Nuance of Grounded Theroy Sampling and the Pivotal Role of Theoretical Sampling. In A. Bryant & K. Charmaz (Eds.), The Sage Handbook of Grounded Theory (2nd ed., pp. 145–166). London: SAGE Publication Ltd.
Pirivena Education Act. , Pub. L. No. 64 of 1979, 195 (1980). Sri Lanka.
Rahula, W. (1956). History of Buddhism in Ceylon: the Anuradhapura period, 3rd Century B.C. - 10th Century A.C. Colombo: Gunasena.
Rhea, Z. M. (2012). Mindful teaching: Laying the dharma foundations for buddhist education in Australia. International Education Journal, 11(1), 35–51.
Scott, D. (1996). Religion in colonial civil society: Buddhism and modernity in 19th-century Sri Lanka. Cultural Dynamics, 8(1), 7–23.
Smith, J. A., & Osborn, M. (2015). Interpretative phenomenological analysis as a useful methodology for research on the lived experience of pain. British Journal of Pain, 9(1), 41–42.
Thapar, R. (1973). A History of India. England: Messrs Penguin Books.
Tong, A., Sainsbury, P., & Craig, J. (2007). Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups. International Journal for Quality in Health Care, 19(6), 349–357.
Wangmo, S. (2016). The relationship between monastic and local communities: the example of Lhagang village in Kham MinyagChangements des relations entre communautés monastiques et locales : l’exemple de Lhagang au Kham Minyag. Études Mongoles Et Sibériennes, Centrasiatiques Et Tibétaines, 1(47), 1–13.
Wenzlhuemer, R. (2008). Christian Missionary Activity and Buddhist Response. In From Coffee to Tea Cultivation in Ceylon, 1880-1900 (pp. 271–295). Leiden: Brill.

 

 

General Information

ISSN: 2279-3933
Frequency: Quartely
Editor-in-Chief: Prof. H.I.G.C. Kumara

Executive Editor: Prof. Upali Pannilage                               Prof. SLJ Fernando                               Mr. Renuka Priyantha                               Dr. KH Ramanayaka

                              Mr. R Gunawardana

                              Mr. IDKL Fernando

Abstracting/ Indexing: Google Scholar, SJOL
E-mail: jsshr@hss.ruh.ac.lk