‘Racialised’ pedagogic practices influencing young Muslims' physical culture

Article


Dagkas, S. and Hunter, Lisa 2015. ‘Racialised’ pedagogic practices influencing young Muslims' physical culture. Physical Education and Sport Pedagogy. 20 (5), pp. 547-558.
AuthorsDagkas, S. and Hunter, Lisa
Abstract

Background: There is growing concern surrounding the ‘racialised’ body and the way young people develop dispositions towards physical activity (PA) and sports, and more broadly to physical culture. This paper draws on Bourdieu's social theory in an effort to explore the ways in which the intersectionality of various fields (family, religion and school) and their dimensions (culture and social class) influence young Muslims' physical culture.

Purpose: More specifically the paper examines the ‘racialised’ pedagogic practices in various fields that influence young Muslims' dispositions to physical culture.

Method: The study reports on the voices of 40 participants identifying as young Muslims (12–15 years old; 20 girls and 20 boys) from one secondary school in the South of England, UK. A case study approach was used to explore participants’ understanding, meaning, structural conditions and personal agency with regard to physical culture and ‘racialised’ body pedagogies. Data include semi-structured paired interviews with participants. Data were analysed using thematic analysis. More specifically, thematic analysis based on the notion of ‘fields' informed deductive and inductive procedures.

Findings: Results suggested that religion had limited influence on the participants' agency when intersecting with schooling and social class with regard to embodiment of active physical culture. Economic capital, on the other hand, had a considerable influence on participants’ physical culture as it contributed to young people's access to PA opportunities, agency and body pedagogies. In addition, the study concludes that fields outside the school play a significant role in influencing and enabling young Muslims’ physical culture.

Conclusions: One of the most significant implications of this study is emphasising that young Muslims should not be viewed as a homogenous group as various fields intersect to influence their participation in physical education and their embodiment of physical culture. Identified fields and their markers make dispositions unique, dependent upon characteristics and their relative influence.

JournalPhysical Education and Sport Pedagogy
Journal citation20 (5), pp. 547-558
ISSN1742-5786
1740-8989
Year2015
PublisherTaylor & Francis
Accepted author manuscript
Web address (URL)http://dx.doi.org/10.1080/17408989.2015.1048210
Publication dates
Print08 Jun 2015
Publication process dates
Deposited24 Aug 2015
Accepted28 Apr 2015
Copyright informationThis is an Accepted Manuscript of an article published by Taylor & Francis in Physical Education and Sport Pedagogy on 08.06.15, available online: http://wwww.tandfonline.com/10.1080/17408989.2015.1048210.
Permalink -

https://repository.uel.ac.uk/item/855w7

  • 2
    total views
  • 12
    total downloads
  • 1
    views this month
  • 4
    downloads this month

Related outputs

The Copenhagen Consensus Conference 2016: children, youth, and physical activity in schools and during leisure time
Bangsbo, Jens, Krustrup, Peter, Duda, Joan, Hillman, Charles, Andersen, Lars Bo, Weiss, Maureen, Williams, Craig A., Lintunen, Taru, Green, Ken, Hansen, Peter Riis, Naylor, Patti-Jean, Ericsson, Ingegerd, Nielsen, Glen, Froberg, Karsten, Bugge, Anna, Lyndbye-Jensen, Jesper, Schipperijn, Jasper, Dagkas, S., Agergaard, Sine, von Seelen, Jesper, Østergaard, Charlotte, Skovgaard, Thomas, Busch, Henrik and Elbe, Anne-Marie 2016. The Copenhagen Consensus Conference 2016: children, youth, and physical activity in schools and during leisure time. British Journal of Sports Medicine. 50 (9), pp. 1177-1178.
Newham’s Every Child a Sports Person (NECaSP): A Summative Process Evaluation of a School-and-Community Based Intervention in East London, UK
Curry, W., Dagkas, S. and Wilson, M. 2016. Newham’s Every Child a Sports Person (NECaSP): A Summative Process Evaluation of a School-and-Community Based Intervention in East London, UK. Journal of Physical Activity & Health. 13 (10), pp. 1124-1131.
Revitalizing the PE social-justice agenda in the global era: Where do we go from here?
Azzarito, Lauren, Macdonald, Doune, Dagkas, S. and Walton-Fisette, Jennifer 2016. Revitalizing the PE social-justice agenda in the global era: Where do we go from here? Quest. 69 (2), pp. 205-219.
Problematizing social justice in health pedagogy and youth sport: intersectionality of race ethnicity and class
Dagkas, S. 2016. Problematizing social justice in health pedagogy and youth sport: intersectionality of race ethnicity and class. Research Quarterly for Exercise and Sport. 87 (3), pp. 221-229.
Evaluation of a School-Based Intervention to Promote Physical Activity and Sport among Young People Aged 11-13 in East London, UK
Curry, W., Dagkas, S. and Wilson, Marcia 2014. Evaluation of a School-Based Intervention to Promote Physical Activity and Sport among Young People Aged 11-13 in East London, UK. Journal of Sports Science. 2 (4), pp. 181-188.