Muslim Girls' Experiences in Physical Education in Norway: What Role Does Religiosity Play?

Autor/in	Walseth, Kristin
Titel	Muslim Girls' Experiences in Physical Education in Norway: What Role Does Religiosity Play?
Quelle	In: Sport, Education and Society, 20 (2015) 3, S.304-322 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2013.769946
Schlagwörter	Foreign Countries; Muslims; Religious Cultural Groups; Religious Factors; Student Experience; Student Participation; Physical Education; Interviews; Student Diversity; Single Sex Classes; Coeducation; Clothing; Student Attitudes; Gender Issues; Adolescents; Young Adults; Immigrants; Secondary Education; Elementary Education; Qualitative Research; Norway + Suchen Sie Ihr Suchwort? Ausland; Muslim; Muslimin; Kirchliche Gruppe; Religionszugehörigkeit; Studienerfahrung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Körpererziehung; Sportunterricht; Interviewing; Interviewtechnik; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Koedukation; Kleidung; Schülerverhalten; Geschlechterfrage; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Immigrant; Immigrantin; Immigranten; Sekundarbereich; Elementarunterricht; Qualitative Forschung; Norwegen
Abstract	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 gender-mixed 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 gender-mixed 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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01