Working together in a deficit logic: home–school partnerships with Somali diaspora parents

Drawing on discursive psychology this article examines the understandings teachers and principals in Danish Public Schools have regarding Somali diaspora parenting practices. Furthermore, the article investigates what these understandings mean in interaction with children in the classrooms and with parents in home–school communication. It is argued that in a society with increased focus on parental responsibility the teachers and principals draw on a deficit logic when dealing with Somali diaspora parents and children which consequently leads to teachers either transmitting their expertise by educating parents or compensating for perceived deficiencies in parental practices. Both these strategies result in significant marginalizing consequences where ‘difference’ is understood as ‘wrong’ or ‘inadequate’.     

Mysticism,Migration and Clerical Networks: Ahmad al-Ahsaʾi and the Shaykhis of al-Ahsa,Kuwait and Basra

Ahmad al-Ahsa?i (1753–1826), the spiritual father of the mystical strand of Twelver Shiism, known as the Shaykhiyya, became an important religious figure in Iraq and Iran. But the Shaykhiyya also spread in his birthplace in Eastern Arabia and among migrants from al-Ahsa in Kuwait and Basra. The quietist and apolitical teachings of al-Ahsa?i suited the Shia in Eastern Arabia, who periodically suffered from political insecurity and religious persecution. Several scholars from al-Ahsa studied with al-Ahsa?i and with his successor as leader of the Shaykhiyya, Kazim al-Rashti. Thereafter, they returned to al-Ahsa or moved to Kuwait and Basra and set up hawzas to spread Shaykhi teachings. In the early twentieth century, the Shaykhis of al-Ahsa developed closer ties with the al-Usku?i, a family of maraji? of the Tabrizi School of the Shaykhiyya. The al-Usku?i also resided in al-Ahsa and Kuwait throughout the twentieth century. The Shaykhis of Basra, on the other hand, became followers of the rival Kermani School. In both Basra and Kuwait, migrants from al-Ahsa retained strong group identities because their common geographical origin was coupled with the Shaykhiyya.     

Perpetrators and targets of bullying at work: role stress and individual differences

A workplace survey study (N = 2215, response rate 47%) revealed that about 16% of the sample may be categorized as either perpetrators (5.4%), provocative victims (2.1%), or as targets of bullying (8.3%). Targets of bullying, provocative victims, and bullies were compared with those 84% who do not report any involvement with respect to bullying at work, self-esteem, aggressive tendencies, prior experiences of bullying, or experiences of role stress. Perpetrators were found to have a higher level of aggression than did the comparison group and the targets. Provocative victims manifested a low level of self-esteem and social competency combined with a high level of aggressiveness. Targets of bullying revealed low levels of self-esteem and social competency. Targets, provocative victims, and perpetrators reported elevated levels of role stress in the form of unclear or conflicting demands and expectations around work tasks and daily work.