Let US tell YOU! South Asian, Muslim girls tell tales about physical education

Abstract

Background: Within physical education (PE) research in England, the focus on gender issues has predominantly been concerned with White, middle class, non-disabled girls' experiences, marginalizing girls falling outside these parameters. Purpose: Drawing on 'middle ground' thinking, using Hill Collins' matrix of domination and intersectionality, this paper reports on part of a larger study exploring how South Asian, Muslim girls experience, give meaning to, and negotiate physical activity in their daily lives. Specifically, this paper focuses on what the girls have to say about school-based PE and how this relates to their involvement in physical activity away from school. Research setting: The study is situated in one large, urban, co-educational, local authority school in Yorkshire, England. The school caters for 1850 11-18-year-old students; 95% of students are from minority ethnic communities; 76% classed as British Asian of Pakistani origin; 91% are Muslim; and 63% live in the top 10% most deprived neighborhoods in England. Data generation: Data were generated in three phases over two years including (a) indepth observations of all girls in PE lessons, (b) the creation of research artifacts with 23 girls within four focus groups and (c) in-depth individual and paired interviews with 14 girls.

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