'I Want More Freedom, but Not Too Much': British Muslim girls and the dynamism of family values

Basit, Tehmina N.

doi:10.1080/09540259721178

Cited by 103 publications

(63 citation statements)

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“…Public discourses have tended to classify them as 'passive victims' of oppressive cultures where many of them are seen to be 'constrained' by families that 'police' their freedom (Shain;Basit, 1997). Clearly, this is simplistic and Brah (1996) challenges such stereotypes adding that Asian girls can have supportive relationships with their parents and the degree of inter-generational conflict is not necessarily greater than in White families.…”

Section: Context: South-asian Girls' Experiencesmentioning

confidence: 99%

“…Qualitative methods for research 'with' or 'for' children, rather than 'on' children have been commented on (Keddie, 2000; see also Barker and Weller, 2003;Basit, 1997), and this study adopted a semi-structured interview approach as an opportunity to ask questions around a predetermined list of topics, whilst providing some scope for elaboration (Robson, 2002). More significantly, in light of the need to improve understanding about effective methods for this type of research, the interviews also sought the girls' reflections on the research focus, process and methods to further involve them in the process.…”

Section: Research Process: the Researcher's Agenda?mentioning

confidence: 99%

“…Whilst valuable studies have been conducted (see Abbas, 2004;Basit, 1997;Bhatti, 1999;Brah, 1996;Ghuman, 1994 andRait, 2005;Shain, 2003;Wilson, 1978 and, there is a clear gap in narrative approaches to gain particular *Please address all correspondence to Geeta Ludhra at geeta.ludhra@brunel.ac.uk or Anne Chappell at anne.chappell@brunel.ac.uk and sustained insights (Evans, 1993). Furthermore, many studies have not accounted for the unique differences and diversity that exist between Asian sub-groups in their sample (see Hennink, Diamond and Cooper, 1999;Singh-Raud, 1999;Ludhra and Jones, 2009).…”

Section: Introductionmentioning

confidence: 99%

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‘You were quiet—I did all the marching’: research processes involved in hearing the voices of South Asian girls

Ludhra¹,

Chappell²

2011

International Journal of Adolescence and Youth

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This article provides insights into the outcomes of reflection following two interview approaches used to explore narratives of the lived, individual experiences of South-Asian girls living in West London. In attempting to illuminate and re-present the cultural experiences as told by these girls, the choice of interview approach became critical in allowing the voices to be effectively heard (Rogers, 2005). This article therefore considers how a semi-structured interview approach offered valuable insights into the girls' experiences but became constraining for both researcher and participant in unveiling the complexity and depth of their lives. These constraints emerged through reflection by both participants and researcher. As a result of reflexivity during the research process, the researcher moved towards the use of research conversations during the second phase of the study. Ultimately the study revealed how the girls felt empowered by the opportunity to narrate their individual experiences and tell of their lives. In narrating their reflections on being part of the research, there was a clear recognition that the process facilitated the articulation of new voices and 'multi-voicedness ' (Moen, 2006)

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Section: Context: South-asian Girls' Experiencesmentioning

confidence: 99%

Section: Research Process: the Researcher's Agenda?mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

‘You were quiet—I did all the marching’: research processes involved in hearing the voices of South Asian girls

Ludhra¹,

Chappell²

2011

International Journal of Adolescence and Youth

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“…It remains a risk in discussing this incident that the girls' restricted access to the park might be read as a 'cultural' restriction resulting from the girls' 'oppressive' ethnic backgrounds (Basit, 1997). Dwyer (1998) describes young Muslim women's identity constructions as negotiated in direct resistance and contestation to Orientalist and racialised/gendered depictions of them.…”

Section: Girls As Weak and Defencelessmentioning

confidence: 99%

Running into trouble: constructions of danger and risk in girls' access to outdoor space and physical activity

Clark

2013

Sport, Education and Society

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“…En lang raekke internationale studier diskuterer børn og unge med muslimsk baggrund og deres oplevelser af at vaere en religiøs minoritet i nordamerikanske og andre europaeiske skoler (se f.eks. Basit 1997, Zine 2001, Østberg 2003, von Brömssen 2003, Keaton 2005, Merry 2005, Sirin & Fine 2007, Otterbeck 2007, 2010.…”

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Når religion i skolen er "uproblematisk": Moderat sekularisme, civiliseringsidealer og "afslappede muslimer"

Gilliam¹

2017

TIFO

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Mødet mellem den danske folkeskole og børn og familier med muslimsk baggrund bliver ofte diskuteret i problematiserende toner i den offentlige debat. Man diskuterer badeforhaeng, svinekød og børns deltagelse i kristendomskundskab, lejrskoler, svømning, kirkebesøg og fødselsdage. I denne artikel vil jeg se naermere på en skole -Yderbyskolen -og isaer på en klasse -8.k, hvor dette møde beskrives som harmonisk og uproblematisk. Mit formål er at analysere skolens idealer for håndtering af religion i skolen, som mødet her åbenbart lever op til, samt nogle af de konsekvenser, det dels har for skolens praksis, dels for børn og unge med muslimsk baggrund. Jeg vil argumentere for, at dette møde er formet af skolens moderate sekularisme, men isaer af idealer om civiliserede samvaersformer som kendetegner den danske skole og det danske samfund. Dette indebaerer bestemte forståelser af acceptabel religiøsitet og skaber nogle tabuer og undgåelsespraksisser i skolen, som jeg i artiklens sidste del, vil vise praeger de unges håndtering af deres muslimske identitet i skolen. Som jeg vil påpege her, formes de unges udtryk for 'muslimskhed' i skolen, af sammenspillet mellem disse skolenormer for religion og religiøsitet og de unges interne adfaerdsnormer.Analysen er baseret på et fire måneders feltarbejde i klassen 8.k på Yderbyskolen. 1 Under feltarbejdet lavede jeg deltagerobservation i 1 For at sikre deltagernes anonymitet er Yderbyskolen og alle andre egennavne i artiklen pseudonymer.

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'I Want More Freedom, but Not Too Much': British Muslim girls and the dynamism of family values

Cited by 103 publications

References 0 publications

‘You were quiet—I did all the marching’: research processes involved in hearing the voices of South Asian girls

‘You were quiet—I did all the marching’: research processes involved in hearing the voices of South Asian girls

Running into trouble: constructions of danger and risk in girls' access to outdoor space and physical activity

Når religion i skolen er "uproblematisk": Moderat sekularisme, civiliseringsidealer og "afslappede muslimer"

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