Young Muslim women's experiences of Islam and physical education in Greece and Britain: a comparative study

Dagkas, S.; Benn, Tansin

doi:10.1080/13573320500255056

Cited by 104 publications

(89 citation statements)

References 14 publications

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“…A major influence on lifestyle is religion (Powell et al, 2003). To have greater impact on lifestyle-related diseases, clinicians need to discuss with their patients the role that religion plays in the choice to smoke, drink alcohol, limit food choices to plant foods, and the forms of permissible exercise (Dagkas and Benn, 2006;Koenig, 2004;Spencer et al, 2007). Even if patients are not religious, their satisfaction with clinical care is enhanced when the clinician makes the effort to inquire about their religious practices (Williams et al, 2011).…”

Section: Tablementioning

confidence: 99%

The association of religiosity with overweight/obese body mass index among Asian Indian immigrants in California

Bharmal

Kaplan

Shapiro

et al. 2013

Preventive Medicine

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Section: Tablementioning

confidence: 99%

The association of religiosity with overweight/obese body mass index among Asian Indian immigrants in California

Bharmal

Kaplan

Shapiro

et al. 2013

Preventive Medicine

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“…Although Islam does not in general prohibit girls from participating in physical activity (McGee & Hardman, 2012), some Muslim girls do not participate in PE, since the practices and values of PE are not perceived to be compatible with their cultural traditions and beliefs, e.g. in relation to girls being together with boys for activities like dancing and swimming (Dagkas et al, 2011), in relation to being physically active during Ramadan (McGee & Hardman, 2012), and in relation to wearing the PE kit (Dagkas & Benn, 2006).…”

Section: Previous Researchmentioning

confidence: 99%

“…In addition to gender, recent research, especially in England, has focused on the experiences of ethnic minorities in PE, and particular attention has been paid to the exclusion processes related to Muslim girls' participation (or rather non-participation) in PE (Dagkas & Benn, 2006;Dagkas, Benn, & Jawad, 2011;McGee & Hardman, 2012). Although Islam does not in general prohibit girls from participating in physical activity (McGee & Hardman, 2012), some Muslim girls do not participate in PE, since the practices and values of PE are not perceived to be compatible with their cultural traditions and beliefs, e.g.…”

Section: Previous Researchmentioning

confidence: 99%

The Processes of Inclusion and Exclusion in Physical Education: A Social-Relational Perspective

Jensen

Agergaard

2015

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Existing research on inclusion and exclusion processes in physical education (PE) has particularly focused on exclusion from PE as something being done to students and attributed to specific social categories such as (female) gender, (low) physical skills or (minority) ethnic background. This article aims to develop a social-relational perspective on inclusion and exclusion processes defined as students' participation or non-participation in PE interpreted as a community of practice. In so doing, the article examines how students' experiences of participation and non-participation in PE are influenced by complex interactions within the group of students and in negotiations with teachers about the values and practices of PE. The article is based on an embedded single-case study carried out over the course of 6 months through weekly observations of PE classes in a multi-ethnic school, as well as focus group interviews with students and teachers. Using Etienne Wenger's conceptual tools, we show that a student's degree of participation in the community of practice of PE-classes is closely related to the legitimacy of the student and the extent to which the student experiences PE as meaningful. Some students were excluded from PE because they did not have the physical skills and social relations necessary to gain legitimacy from other students. Others chose not to participate because PE was not meaningful to them. This latter type of non-participation from students who experienced lacking meaningfulness was evident in PE classes that had little transfer value and limited prospect for students to develop the knowledge, skills or the understanding necessary to move towards full participation in the classes. Thus, the article argues that an understanding of the variety in students' participation or non-participation is important not only in terms of how we talk about students as passive victims or active agents, but also in terms of future intervention aimed at promoting inclusion processes in PE.

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“…Research into physical education in other culturally diverse schools suggests that there are multiple ways to engage Muslims girls in physical activity -they and their parents are not necessarily opposed to physical education and the issues that concern them are not insurmountable. It is the environment in which the activity takes place, as well as the dress code, that prevents Muslim girls' participation (Dagkas and Benn 2006). Strategies commonly used in other schools with Muslim female students have included specially designed swimming suits and female-only pools.…”

mentioning

confidence: 99%

Interrogating practice in culturally diverse classrooms: what can an analysis of student resistance and teacher response reveal?

Santoro

Forghani-Arani

2014

European Journal of Teacher Education

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As classrooms have increasingly become diverse and complex, developing culturally responsive pedagogies is a professional imperative for teachers. However, considerable international research suggests that meeting the needs of diverse pupil cohorts is challenging for many teachers. In this article, we highlight how curriculum and teaching practices reflect hegemonic values and cultural practices, and can potentially marginalise minority ethnic students. We draw on data from a study conducted in a culturally diverse lower secondary school in Austria where mandatory swimming classes are a source of tension between Muslim female students and their teachers. Our analysis of the intersection of student resistance and teacher authority raises issues of power, compliance and the construction of cultural difference as problematic. We suggest that scenario-based learning and in particular, the analysis of examples of student resistance and teacher response may facilitate teachers' reflexivity about the values and beliefs that underpin their practice.

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Young Muslim women's experiences of Islam and physical education in Greece and Britain: a comparative study

Cited by 104 publications

References 14 publications

The association of religiosity with overweight/obese body mass index among Asian Indian immigrants in California

The association of religiosity with overweight/obese body mass index among Asian Indian immigrants in California

The Processes of Inclusion and Exclusion in Physical Education: A Social-Relational Perspective

Interrogating practice in culturally diverse classrooms: what can an analysis of student resistance and teacher response reveal?

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