Youths with migration backgrounds and their experiences of physical education: an examination of three cases

Barker, Dean; Barker-Ruchti, Natalie; Gerber, Markus; Gerlach, Erin; Sattler, Simone; Pühse, Uwe

doi:10.1080/13573322.2011.632627

Cited by 32 publications

(50 citation statements)

References 35 publications

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“…There is limited research in relation to ethnic minority student populations such as South Asians 3 in the UK (Stride 2014), Muslim girls in the UK and Australia (Dagkas and Benn 2006;Knez 2007), Aboriginal people in Australia (Nelson 2012), Māori and Pasifika (Pacific Island) in New Zealand (Fitzpatrick 2013), migrants in Switzerland (Barker et al 2014), Black and minority ethnic groups 4 in the UK (Flintoff 2012) and African Americans (Oliver and Lalik 2000). Even less research examines Chinese young people' physical culture in Western countries.…”

Section: Introductionmentioning

confidence: 98%

Understanding young Chinese Australian's (dis)engagement in Health and Physical Education and school sport

Pang

Macdonald

2015

Physical Education and Sport Pedagogy

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Background: School Health and Physical Education (HPE) and sport has increasingly become a complex cultural contact zone. With global population shifts, schools need policies and strategies to attend to the interests and needs of diverse student populations. School HPE and sport is a particularly significant site as it is a touchpoint for a range of cultural values and practices related to physical activity, the body, health and lifestyle proprieties. Purpose: While there is a high Chinese student population in Australian schools, little research has been undertaken to understand their needs, experiences and perceptions in schools HPE and sport. In addition, research in the physical activity field is accentuated by paradigms that assume and perpetuate the binary notion of cultural beliefs and practices such as 'West' versus 'East' and in association with 'Normal' versus 'Problematic' lifestyles in relation to physical activity. We argue that, without conceding the epistemological understanding of 'difference', policies and practices that promote diversity can remain socially unjust and superficial. Research design: This paper focuses on two schools in Queensland. The data collection process was underpinned by critical and interpretive ethnographic methods. The participants in Sage College consisted of seven girls of whom three were in Year 8, three in Year 9 and one in Year 10. At Routledge State High, a state-owned, secular and coeducational secondary school, the cohort consisted of two girls in Year 8, one girl and two boys from Year 9. Results: This paper draws on Bourdieu's concepts of habitus, capital, field and doxa and the Chinese Confucianism philosophy of 'Complementary difference' to understand the various perceptions and experiences of young Chinese Australians in schools HPE and sport. Results invite us to seek an understanding of students' subjectivities and disrupt the binary differences in cultural values and attributes to promote multicultural education. Conclusion and recommendation: Moving beyond the Australia's Anglo-Celtic centred HPE and the limitations of a Western view of exclusive opposites, this paper makes an original contribution to knowledge by presenting a 'heuristic of difference' model that accommodates Western and Chinese perspectives in Australian HPE research.

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Section: Introductionmentioning

confidence: 98%

Understanding young Chinese Australian's (dis)engagement in Health and Physical Education and school sport

Pang

Macdonald

2015

Physical Education and Sport Pedagogy

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“…Education is generally emphasized as one of the most important field for social integration. A growing number of studies have been investigating students' PE experiences in multicultural classrooms (Azzarito, 2009;Azzarito, Simon, & Marttinen, 2017;Azzarito, Solmon, & Harrison, 2006;Barker et al, 2014;Benn & Pfister, 2013;Benn, Dagkas, & Jawad, 2011;Bramham, 2003;Dagkas et al, 2011;Dagkas & Hunter, 2015;Farooq & Parker, 2009) but none of them has been focused on the contribution of PE on the adaptation of Syrian refugee school age children. There is not enough attention on refugees in Turkey by means of academic studies, despite its being an important host for refugees.…”

Section: Introductionmentioning

confidence: 99%

Impact of Physical Education Lesson on Adaptation of Syrian Refugee School Age Children in Turkey

Dündar¹

2019

WJE

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The article mainly focuses on the relationship between the physical education (PE) lesson and Syrian refugeestudents (SRS), who have been enrolled in public schools in Adiyaman/Turkey. The study investigates how PEcontributes to the adaptation of SRS and which parameters are more effective on reducing the traumas which comewith immigration. The data collected from public schools where the SRS are highly enrolled. 20 closed endedquestions were asked to 50 PE teachers and it has been concluded that the PE has a considerable effect on theadaptation processes of SRS.

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“…Blurring the lines of ethnicity challenged me to reflect critically upon the ways in which my own background informed the questions and observations [41]. However, it possibly made it more difficult to reveal how issues related to ethnicity often work in subtle ways [42].…”

Section: Project Amentioning

confidence: 99%

Ethics in Categorizing Ethnicity and Disability in Research with Children

Thorjussen

Wilhelmsen

2019

Societies

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The use of categories is a contested subject in social sciences. The use of social categories allows researchers to explore similarities, differences, and inequalities between groups of people. However, by using social categories, researchers run the risk of essentializing differences. The aim of this article is to problematize the procedural and relational ethics of using categories in research with children. Based on two research projects studying inclusion and exclusion in physical education, we examine the ongoing ethical dilemmas of categorizing children in terms of disability and ethnic background. The reflections are grounded in intersectional and relational ethical perspectives with a focus on how power is manifested in practices and structures throughout the research process. The data consist of field notes, transcripts of interviews with children and their parents, and the authors’ reflective accounts. The results are organized into three main themes: (1) How categories frame the research in its initial phases (informed consent and voluntary participation), (2) power relationships in context (navigating meanings of categories in the interviews and the relational ethics of generational ordering in combined interviews with children and their parents), and (3) (re)constructing stories and ensuring anonymity. In the discussion, we reflect on how singling out groups of children framed the research, how categories and power relations were negotiated and navigated in interviews and fieldwork, and how, in the reporting of the results, understandings of the children and their experiences were constructed. We argue that by not reflecting on the ethics of categorizing children in research, researchers are in danger of reproducing rather than challenging social inequality and discrimination.

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Youths with migration backgrounds and their experiences of physical education: an examination of three cases

Cited by 32 publications

References 35 publications

Understanding young Chinese Australian's (dis)engagement in Health and Physical Education and school sport

Understanding young Chinese Australian's (dis)engagement in Health and Physical Education and school sport

Impact of Physical Education Lesson on Adaptation of Syrian Refugee School Age Children in Turkey

Ethics in Categorizing Ethnicity and Disability in Research with Children

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