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Purpose – This chapter presents 5- to 12-year-old girls in their performances of persuasion and social control among peers in their inner city Neapolitan neighborhood of the Quartieri Spagnoli. It demonstrates how Quartieri Spagnoli girls employ rhetorical practices of appiccecarse (argumentation), specifically “shutdown” attacks, in attempts to advance one's social positioning and present themselves in control of a situation, while contemporaneously creating moral order among peers. In addition, this chapter elucidates how conflict can also strengthen relational bonds through the creation of alliances.

Methodology/approach – The analysis is based on 16 months of linguistic anthropological fieldwork. Seven focal girls and 16 of their female peers were observed and video-recorded in the home and in neighborhood streets.

Findings – Quartieri Spagnoli girls deploy a grammar of social control, including threats, directives, insults, physical attacks, wit, and intonation, to influence each other's behaviors and establish alliances and social hierarchy in their peer groups. This chapter demonstrates how those who demand control present themselves as agents who have power over other subjects and who themselves cannot be acted upon.

Social implications – Girls’ rhetorical skills serve to buy them status and situational power in their peer groups, offsetting feelings of powerlessness in an environment where they are otherwise excluded from mainstream peer groups and society.

Originality/value of chapter – This chapter offers a window onto young girls’ verbal prowess in establishing respect on inner city streets, a topic that has been almost exclusively reserved for males.

Disputes in everyday life – Social and moral orders of children and young people has papers written by researchers whose interests lie in studying children's everyday interactions, with a balance of papers from emerging and well-established researchers in this field. The volume draws on scholarship from Australia, England, New Zealand, Sweden, Turkey, United States of America (USA), and Wales, investigating everyday practices of children's disputes in Australia, England, Italy, Sweden, USA, and Wales. The papers themselves speak to the theme of the volume, so we only briefly summarize their contents.

Karin Aronsson is a professor at the Department of Child and Youth Studies, Stockholm University, and before that at Linköping University (1988–2008). Her work focuses on how talk is used to build social organization, with a particular focus on children's peer groups, institutional encounters, and identity-in-interaction. Other research interests include children's play, informal learning, and bilingual conversations. She publishes internationally, and her most recent papers appeared in Language in Society and Discourse & Society. A recent book is: Hedegaard, M., Aronsson, K., Højholt, C., & Skjær Ulvik, O. (Eds.). Children, childhood and everyday life: Children's perspectives. Charlotte, NC: Information Age Publishing.

There have been a plethora of social science studies of diasporas and immigrants in the USA. Research on Bosnian-Americans, however, has been relatively sparse. The purpose of this study is to understand the relationship between the first-generation Bosnian American's trauma and its transgenerational effects on the second generation.

Bosnian-Americans are a relatively recent immigrant community in the USA, as most of the first-generation immigrated between 1993 and 2002 due to the Bosnian War and its aftermath. This research paper studies second-generation Bosnians to understand transgenerational trauma and emotions carried from the Bosnian War. Through archival research and extended interviews, second-generation Bosnian-Americans were asked questions about Bosnian-American identity and their psychosocial adjustment including transgenerational trauma.

Analysis of the data shows that in the second generation, the psychosocial effects of the Bosnian War have partially been transmitted from the first generation. Understanding the complex constitution of diasporic second-generation identity is facilitated by connecting it to the traumatic backgrounds, life experiences and struggles of the first generation.

The main observation is that there is a transmission of trauma and emotions from the first generation to the second-generation Bosnian Americans, which can be clearly seen in the participants of this research. Forms of transgenerational trauma (e.g. silence) and transmission of emotions (e.g. trust, anger and emotional unavailability) have been a part of the second generation’s lives, which, in fact, shaped their identities and personalities (From my conclusion section).

One interesting and unequivocal theme across the chapters is that everyone in teams, not just minority members, is affected by the group's composition – whites and blacks, men and women, and those who are experienced as well as inexperienced. Further, though there is evidence that minority members may be more affected than majority members (both positively and negatively – see, e.g., Chatman, Boisnier, Spataro, Anderson & Berdahl, in press), it is clear that majority members are influenced by group composition as well.

To reap the value in diverse teams, leaders may try to manipulate structural interdependence – through task design – to foster synergistic collaboration. However, ambiguity about the nature and appropriate intersections of members’ unique and valuable cognitive perspectives can make it difficult to fully anticipate collaborative activity in task design. Here, teams need emergent interdependence – members must develop the desire and expectation to work interdependently for the benefit of the work. We therefore present a model of how leaders can promote emergent interdependence for diverse team success, identifying key antecedents and discussing psychological safety as a condition which can enhance their efforts.

The purpose of this paper is to investigate and illustrate the potential relationships between doctoral students’ life histories and educational experiences and their methodological understanding and assumptions.

The qualitative research design consisted of life-history interviews with nine doctoral researchers in the UK in disciplines relating to the social sciences.

The study indicated that the students’ methodological assumptions may be understood as a socially constructed product of their life histories and academic experiences. Experiences of postgraduate research training were presented as having the potential to unlock the methodological consciousness required to re-frame these experiences, improve understanding and resolve methodological conflict.

This paper provides an insight into the complex nature of the development of methodological understanding and a provocation for considering methodological becoming through the lens of socialisation. This may have utility for both doctoral students and educators.