Exploring Feminism in a Multicultural Classroom: Using "Bend It Like Beckham" as a Tool in a High School Class

Autor/inn/en	Thomas, Paul; Røthing, Åse
Titel	Exploring Feminism in a Multicultural Classroom: Using "Bend It Like Beckham" as a Tool in a High School Class
Quelle	In: Intercultural Education, 28 (2017) 3, S.250-268 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thomas, Paul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2017.1333757
Schlagwörter	Foreign Countries; Feminism; Films; High School Students; Ethnography; Student Attitudes; Values; Educational Attainment; Social Justice; Cultural Influences; Religious Cultural Groups; Ethnicity; Student Diversity; Participant Observation; Semi Structured Interviews; Group Discussion; Sex Fairness; Gender Bias; Qualitative Research; Norway (Oslo) + Suchen Sie Ihr Suchwort? Ausland; Feminismus; Film; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ethnografie; Schülerverhalten; Wertbegriff; Bildungsabschluss; Bildungsgut; Soziale Gerechtigkeit; Cultural influence; Kultureinfluss; Kirchliche Gruppe; Religionszugehörigkeit; Ethnizität; Teilnehmende Beobachtung; Gruppendiskussion; Sexualaufklärung; Geschlechterstereotyp; Qualitative Forschung
Abstract	This study concerns itself with a classroom project in English class where the film "Bend it Like Beckham" was shown to two multicultural classes in a high school in Oslo, Norway, with a view towards exploring students' understandings and attitudes towards gender. Using an ethnographic methodology informed by feminist approaches, findings indicate that students, on the one hand, valorised modern values such as educational attainment, self-fulfillment and the equal sharing of domestic chores, while, on the other hand, they were equally eager to preserve traditional practices such as wearing the hijab and marrying within their own ethnicity and religion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01