Meeting needs of Muslim girls in school sport: Case studies exploring cultural and religious diversity

Abstract

This paper contains a sociocultural analysis of school sport experiences of Muslim girls in two countries with different gender policies in physical education (PE) classes: England and Denmark. In Denmark, PE lessons take place in co-educative classes, in England schools are more diverse, with predominantly co-educational but also single-sex and faith schools offering different learning contexts. Two case studies from Denmark and England are used to explore the experiences of migrant Muslim girls in these different settings. A social constructionist approach to gender underpins the interpretation of stakeholders' voices on the inclusion of Muslim girls and the analysis of PE discourses in these countries. Findings illustrate similarities and differences at the interface of cultural diversity, political rhetoric of inclusion and realities of sport experiences for Muslim girls in both countries. Complex influences on PE experiences include gender stereotypes, cultural and religious orientations and practices, as well as actions and expectations of parents, communities and coaches/teachers. The studies provide insights into the ways participants managed their identities as Muslim girls in different sport environments to enable participation and retention of their cultural identities. Highlighted throughout the paper are the ways in which school sport policy and practice, providers and gatekeepers, can include or exclude groups, in this case Muslim girls. Too often coaches and teachers are unaware of crucial facts about their learners, not only in terms of their physical development and capabilities but also in terms of their cultural needs. Mistakes in creating conducive learning environments leave young people to negotiate a way to participate or refrain from participation.

Systematic mapping review of the factors influencing physical activity and sedentary behaviour in ethnic minority groups in Europe: a DEDIPAC study

“…The most cited factor was gender [5, 18–39] (Table 2). Gender, as a factor that influences PA and SB in ethnic minority groups, span different notions, and included cultural and religious notions of gender, moralities related to gender, and as well as social expectations and gender roles.…”

“…These included: religious requirements [20, 26, 31, 34, 37, 40–43] and religion and culture [5, 18, 20, 26, 43–46]. Following the factors were, commitments within family [20, 24, 27, 31, 39, 40, 47, 48] and modesty [5, 23, 26, 27, 31, 38, 40, 49].…”

“…Following the factors were, commitments within family [20, 24, 27, 31, 39, 40, 47, 48] and modesty [5, 23, 26, 27, 31, 38, 40, 49]. Other factors related to gender, family, religious and cultural issues were: women as caregiver/mother [5, 26, 27, 40, 42, 46, 48], ideals of behaviour [18, 24, 27–29, 34, 39], family [18, 23, 26, 28, 50–52] and shame [5, 23, 26, 27, 31, 38, 40]. The broader factors, religious requirements and religion and culture, encompassed religious requirements of dressing, as well as degree of religiosity or piety.…”

Mixed-sex in sport for development: a pragmatic and symbolic device. The case of touch rugby for forced migrants in Rome

“…Ahmad 2011; Benn and Pfister 2013;Benn, Dagkas, and Jawad 2011;Dagkas, Benn, and Jawad 2011;Guerin et al 2003;Jiwani and Rail 2010;Wray 2002;Zahidi, Syed Ali, and Nor 2012), the accounts of our interviewees did not focus on such aspects.…”

“…These intersectional issues become particularly visible and have been largely explored, for instance, in the analysis of Muslim women's involvement in sports and physical activity (e.g. Ahmad 2011;Benn and Pfister 2013;Benn, Dagkas, and Jawad 2011;Dagkas, Benn, and Jawad 2011;Guerin et al 2003;Jiwani and Rail 2010;Wray 2002;Zahidi, Syed Ali, and Nor 2012). Separated sport activities can also provide members of disempowered groups with temporary relief from the strain habitually experienced in their everyday asymmetrical interactions (Krouwel et al 2006).…”