Session Information
18 SES 02, Socio-Cultural Factors Impacting on Teaching and Learning in Physical Education
Paper Session
Contribution
There is growing concern surrounding low physical activity participation rates amongst young people (EU White paper, 2007) particularly those from ethnic minority groups. This paper draws on the work of Bourdieu (1984) in an effort to explore the ways in which the intersectionality of family, religion, culture and social class influence young Muslim’s physical culture. Bourdieu’s (1984) theory of social reproduction particularly the concepts of habitus, field and capital was used to guide the study. According to Kirk (1999, p. 65) the term physical culture refers to ‘a range of practices concerned with the maintenance, representation and regulation of the body centered on three highly codified, institutionalized forms of physical activity’. More specifically the paper examines the macro and micro pedagogic practices that influence young Muslim’s participation in physical activity and physical education (PE).
Method
Expected Outcomes
References
Bourdieu, P. (1984). Distinction: A social critique of the judgment of taste. London: Routledge and Kegan Paul. Coffey, A. and Atkinson, P. (1996). Making Sense of Qualitative Data: Complimentary Research Strategies. London: Sage Evans, J. & Davies, B. (2006). Social class and physical education. In D. Kirk, D. Macdonald & M. O’Sullivan (Eds.), Handbook of physical education (pp. 796-808). London: Sage Frost, N., Nolas, S., Brooks- Gordon, B., et al (2010) Pluralism in qualitative research: the impact of different researchers and qualitative approaches on the analysis of qualitative data. Qualitative Research, 10(4): 441-460. Kirk, D. (1999) Physical Culture, Physical Education and Relational Analysis. Sport Education and Society, 4(1), 63-73 Noble, M., McLennan, D., Wilkinson, K., Whitworth, A. & Barnes, H. (2008). The English indices of deprivation 2007. London: Department for Communities and Local Government
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