A Diasporic Study of Cultural Identity in Ayad Akhtar’s Disgraced and American Dervish

This research studies Ayad Akhtar’s Disgraced and American Dervish to scrutinize Pak-Muslim-American hyphenated ambivalent assimilationist diaspora identity in the complicated sociopolitical institutionalized mechanism functioning behind the distorted version of global Pak-Muslim identity, which is struggling against scripted stereotypes in prejudiced American society, a place which gives no space to diaspora existence to hold on native cultural values and to retain ethno-religious profile. Western hegemonic politics of identity is not just limited to misrepresentation of Pak-Muslim identity. The present research also examines how it regulates a disfigured social profile of Pak-Muslim diaspora by managing a reflexive autonomy which entails a problematized social recognition of Pak-Muslim diaspora identity and a loathing expression of self-recognition and resultantly ensures denouncement of native identity and pushes diaspora towards the maintenance of an assimilationist Americanized identity to escape the tragedy specific to Pak-Muslim diaspora most specifically in post-9/11 scenario. But maintenance of an essentialist or monolithic identity cannot be simplified to apparent Americanized identity as the in-between state of diaspora existence by no means let it develop an essentialist Americanized identity and not even hardliner Pak-Muslim tendency works to retain its originality but it ends in a fractured and fragmented identity that keeps oscillating between two extremes to make sense of its essence or existence. Both texts hit deep into the core of the Pak-Muslim diaspora’s fragmented psyche to narrate the diasporic state of being struck between dual cultural affiliation and plurality of identity by depicting the inconsistencies it possesses. This study manages to approach the Pak-Muslim diaspora identity contextualized in the background of 9/11 and the pre-9/11 Western notion of Islamophobia in terms of fundamentalism and explores it on the dual grounds of self and social recognition. The analysis, far from any notion of fixity, manifests it, as a spectrum between extreme eastern and western divides.

Practice and Politics of Corporal Punishment in Schools: A Case Study of District Peshawar, Pakistan

The practice of corporal punishment against children is a common phenomenon around the world. This study examined the phenomenon of corporal punishment in schools of Peshawar, Pakistan as very minimum research has been carried out on this issue in Pakistan. Previous studies proved that the practice of corporal punishment is associated with numerous negative impacts on children whilst others indicate positive impacts. The present study addressed a range of dimensions from physical to psychological and from sociological to religious doctrine, which are linked with the phenomenon of corporal punishment. The research was conducted in Peshawar, Pakistan. Due to the sensitive nature of the topic in Pakistan, the selected methodology was qualitative, adopting a purposive sampling technique for participant selection. A sample of fifty interviewees was achieved; ten each of teachers, parents, child psychologists, religious scholars and non government organization workers. Data was collected through in-depth interviews using an interview guide. To enhance validity and reliability data was triangulated with field notes and analysis of relevant policy documents and the research literature. Informed consent was obtained from each participant and data anonymity and confidentiality was ensured. Applied discourse analysis of interview data found that participants were supportive of the practice of corporal punishment in some cases. Cultural acceptability, personal experience in the past, achieving academic goals, lack of awareness, illiteracy, religious factors, anger, work stress, school environment, teacher’s frustration and teachers lack of understanding of child behaviour are some of the main causes of corporal punishment practice. Negative impacts of corporal punishment on children were also recognized by respondents. These included; an increase in anti-social behaviour and aggression, escalation to physical abuse, spoiled creativity, lack of courage, anxiety, depression, frustration, poor academic achievement, criminal tendencies, promoting a culture of violence and drop out from school. Conversely, some participants consider corporal punishment beneficial for adult respect, obedience and the achievement of academic goals. The study provides research based policy recommendations for abolishing corporal punishment from schools including; educational system reform, mass awareness, teacher training programmes, promoting alternative methods for behaviour modification to teachers and parents, strengthening of parents-teachers council, dealing with teachers own frustration, following the real meaning of Islamic teaching, effective legislation and implementation, opening up complaint mechanisms, effective monitoring, evaluation and accountability, prioritizing child rights, enhancing government interest in child education, advocacy seminars on child rights, promoting a culture of rewards and appreciation in schools and appointing Social Worker’s and Child Psychologists to support the strategy. This combination of measures will be helpful in dealing with the practice of corporal punishment in schools of Pakistan.