Let US tell YOU! South Asian, Muslim girls tell tales about physical education

Background: Within physical education (PE) research in England, the focus on gender issues has predominantly been concerned with White, middle class, non-disabled girls' experiences, marginalizing girls falling outside these parameters. Purpose: Drawing on ‘middle ground’ thinking, using Hill Collins' matrix of domination and intersectionality, this paper reports on part of a larger study exploring how South Asian, Muslim girls experience, give meaning to, and negotiate physical activity in their daily lives. Specifically, this paper focuses on what the girls have to say about school-based PE and how this relates to their involvement in physical activity away from school. Research setting: The study is situated in one large, urban, co-educational, local authority school in Yorkshire, England. The school caters for 1850 11–18-year-old students; 95% of students are from minority ethnic communities; 76% classed as British Asian of Pakistani origin; 91% are Muslim; and 63% live in the top 10% most deprived neighborhoods in England. Data generation: Data were generated in three phases over two years including (a) in-depth observations of all girls in PE lessons, (b) the creation of research artifacts with 23 girls within four focus groups and (c) in-depth individual and paired interviews with 14 girls. Data analysis: Data analysis involved two levels. At the first level a ‘storyteller’ position was adopted. Here, each girl's multiple data sources were analyzed to craft a narrative for each of the 14 girls involved in all three phases of data generation. At the second level a ‘story analyst’ position was assumed. This involved analyzing all of the narratives in combination, following the constant comparison method to identify recurring themes. Findings: In analyzing across the girls' narratives key issues emerge including: (1) the girls as active agents, (2) the importance of social relations in girls' enjoyment and involvement in PE and (3) the PE–physical activity nexus. In combination, these findings illustrate diversity within the group. In demonstrating differences a number of the girls reveal some similar kinds of experiences to those of White girls from previous studies. For other girls, their positioning at the intersections of gender and ethnicity reflects some qualitatively different kinds of experiences. Conclusions: The findings challenge previous constructions of South Asian girls as different and ‘other’ from White girls. Moreover, they trouble stereotypes of these girls as passive, frail and oppressed. Many of the girls show themselves to be active agents in negotiating PE and physical activity opportunities. For some girls these negotiations had influenced after school provision. However, the school had not listened to girls' concerns regarding practices within the curriculum. Through collaboration, the school and its teachers could learn from the girls who repeatedly demonstrate their ability to be resourceful in negotiating challenges in their endeavors to be physically active. In valuing and acting upon their insights, South Asian, Muslim girls can become known for who they actually are, rather than who we think they should be.