Introduction

Gillis, Stacy; Howie, Gillian; Munford, Rebecca

doi:10.1057/9780230523173_1

Cited by 26 publications

(25 citation statements)

References 2 publications

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“…For example, in their eagerness to define their feminism as something different from previous feminism, they often end up strongly implying that third comes last and is best. Moreover, it has been argued, and I agree with this critique, that third-wave feminism needs to move beyond the personal and the confessional (Gillis, Howie, & Munford, 2007).…”

Section: Third-wave Feminismmentioning

confidence: 77%

Muslim girls' experiences in physical education in Norway: What role does religiosity play?

Walseth

2013

Sport, Education and Society

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Recent years have seen an increase in scholarly attention to minority pupils and their experience of physical education (PE). UK research identifies specific challenges related to Muslim pupils' participation in PE. In Norway, little research has been undertaken on Muslim pupils' experiences in PE, something this paper hopes to redress in part. In particular, it addresses the role and significance of religiosity to their experience of PE. The work is positioned within third-wave feminism; as such it aims to be sensitive to issues of cultural and religious diversity. The study is based on life-history interviews with 21 Muslim girls aged between 16 and 25. All the girls had attended PE lessons at school, mostly in mixed-gender classes, but with some gender-segregated PE as well. In terms of religious affiliation, the girls describe themselves as Muslim, though their degree of religiosity varies. Five wear the hijab. The general picture drawn by the data shows that the Muslim girls enjoy their PE lessons and the majority preferred gendermixed PE. Religiosity seems to have little influence on Muslim girls' experience of PE, with the exception of swimming lessons and showering facilities. We can understand the objections of some of the girls to gender-mixed PE by looking at the dominance of the male gender, and, as such, their experiences are similar to those of non-Muslim girls. However, objections to gendermixed swimming classes are best explained by the girls' gendered religious identities and embodied faith. In term of intersectionality, the study shows that different categories dominate in different PE contexts. As such, what Muslim girls make of PE is not always dictated by religiosity.

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Section: Third-wave Feminismmentioning

confidence: 77%

Muslim girls' experiences in physical education in Norway: What role does religiosity play?

Walseth

2013

Sport, Education and Society

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“…Duncan 1999). Thus, in principle feminists should support striving for equality on behalf of all women regardless of these women’s views, convictions or background (Gillis et al 2004). …”

Section: Introductionmentioning

confidence: 99%

Threats to Feminist Identity and Reactions to Gender Discrimination

et al. 2013

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The aim of this research was to examine conditions that modify feminists’ support for women as targets of gender discrimination. In an experimental study we tested a hypothesis that threatened feminist identity will lead to greater differentiation between feminists and conservative women as victims of discrimination and, in turn, a decrease in support for non-feminist victims. The study was conducted among 96 young Polish female professionals and graduate students from Gender Studies programs in Warsaw who self-identified as feminists (Mage = 22.23). Participants were presented with a case of workplace gender discrimination. Threat to feminist identity and worldview of the discrimination victim (feminist vs. conservative) were varied between research conditions. Results indicate that identity threat caused feminists to show conditional reactions to discrimination. Under identity threat, feminists perceived the situation as less discriminatory when the target held conservative views on gender relations than when the target was presented as feminist. This effect was not observed under conditions of no threat. Moreover, feminists showed an increase in compassion for the victim when she was portrayed as a feminist compared to when she was portrayed as conservative. Implications for the feminist movement are discussed.

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“…Whilst it has been argued that feminist activists need to learn the lessons from the first and second wave of feminism in order to 'break the wave paradigm' (Gillis and Munford, 2004), more prescient, is the need for feminists to reject oppositional discourse and crude characterisations of each wave. The wave, as with any metaphor, has obvious problems;…”

Section: Resultsmentioning

confidence: 99%