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1.
Claire Miles 《Sport, Education and Society》2016,21(5):723-740
The case study explores the experiences of Muslim women in the area of physical activity participation conducted whilst they were studying at one UK University. Previous research in the field indicated that Muslim women can be denied opportunities to participate in areas of sport-related physical activity through multiple factors such as socio-cultural, familial, religious or sporting structural constraints. Despite increased knowledge about the inclusion of Muslim girls in school-based physical education and sport, there is a dearth of literature on Muslim women's experiences post their school years. Informed by socio-cultural theories of the body, identity and embodied cultures, the study focuses on Muslim women's early physical activity experiences, university-based participation patterns and reflections on the influences that shaped their attitudes and beliefs towards such participation. Open-ended questionnaires, 34/50 returned (68%), and 6 in-depth interviews were conducted with volunteers studying a wide range of programmes. Content analysis revealed that values, attitudes and behaviours were largely influenced by the family; prior to university, the women's physical activity experiences were mixed and dependent on family activity patterns and school-based opportunities; university recreational sport-related provision did not cater for the women's Islamic needs denying them opportunities to participate. Religious belief and cultural expectations made a significant contribution to the women's preferences for participation environments that respected their Islamic beliefs. 相似文献
2.
《Sport Management Review》2015,18(1):139-151
This teaching case illustrates the use of community development strategies to increase and enhance community sport participation of a targeted minority group. Royal Life Saving Society of Australia is presented here as an example of an organisation that embraced cultural change and developed a strategic approach to inclusive provision for individuals from marginalised population groups. The case is based on a community development framework that includes multiple facets: a shared concern about a social problem requiring action; encouraging the active participation of a marginalised group; forming public sector partnerships to pool resources and build political support; adopting collaborative principles of organising; collectively developing and implementing action plans; and re-conceptualising traditional ideas around accountability. The case facilitates the examination of the theoretical and practical considerations of adopting a community development approach in sport management. 相似文献
3.
Fabio Giomi 《History of education》2015,44(3):274-292
This article explores the entanglement of gender, education and empire in Bosnia and Herzegovina during the Habsburg period throughout the analysis of a unique institution: Sarajevo’s Muslim Female School. Established at the very end of the nineteenth century, this pedagogical institution was the only school in Austria-Hungary specifically devoted to Muslim girls. The article begins by presenting the development of the Habsburg Empire’s educational policy in Bosnia after 1878 and demonstrates that it was deeply bound with its imperial ‘civilising mission’. Through an analysis of the programmes taught at Sarajevo’s Muslim Female School, the article detects the model of ‘Hapsburg Muslim femininity’ promoted by this institution. By investigating the reports the teachers sent to the authorities, it explores how this school was perceived by the Muslim population. The last section is devoted to the schoolgirls’ experience of this school, and especially to their access to the written word. 相似文献
4.
Amanda Keddie 《British Journal of Sociology of Education》2011,32(2):221-238
Referring to the experiences of three Muslim refugee girls recently settled in Australia, this paper examines issues of schooling and empowerment. The paper draws on teacher and student interview data from a study that investigated inclusive approaches to addressing issues of cultural diversity in a secondary state high school in Queensland. The paper foregrounds the girls’ highly positive views of their experiences at the school; views that reflect the girls’ access to spaces of empowerment but belie the complexity and tensions involved in how empowerment was understood and approached by educators at the school. Theorising empowerment through poststructural understandings of agency, the paper examines conditions and ways of understanding that make possible spaces of empowerment for the girls. In particular, the paper argues for a reflexive approach to empowerment that is informed by an understanding of the framing discourses shaping minority student identity and a critical reflection on educator and school positionality. 相似文献
5.
The present study examined changes in multicultural, Muslim and acculturation attitudes in the Dutch military. In 2008 and 2006 two large quantitative surveys were conducted within the Dutch military. The results of the survey in 2006 showed a slightly negative attitude of Dutch Defense employees towards multiculturalism and a strong preference for assimilation in the public context. Interestingly, in 2008 attitudes towards Multiculturalism had become more positive as compared to 2006. Although in 2008 a higher rate of employees preferred the integration strategy, the majority still favored migrants to adopt an assimilation strategy. 相似文献
6.
Andrey Rosowsky 《English in Education》2005,39(3):32-46
Until just recently one might have been forgiven for considering the ‘Reading’ debate to have been amicably resolved, with, at the end of the twentieth century, a negotiated consensus reached comprised of all sides in the debate agreeing on a balanced approach to the teaching of initial reading. However, the recent intervention of the House of Commons Education and Skills Committee with its report, Teaching Children to Read, and its advocacy of synthetic phonics, has once again brought the teaching of reading in UK schools to public attention. This paper seeks to provide an interesting comparative example of a UK literacy context where synthetic phonics is employed regularly and systematically. Thousands of British schoolchildren attend mosque schools on a daily basis where they learn how to read the Classical Arabic of the Qur'an. They are taught how to decode the text accurately and fluently using synthetic phonics methods. This literacy practice is described and suggestions are made about what it might have to contribute to the discussion around the adoption of synthetic phonics in mainstream schools 相似文献
7.
马豫兴桶子鸡是开封的传统回族清真食品,历史悠久,风味独特,屡获殊荣。其清真工艺如何传承发展,百年字号怎样保护弘扬,是值得深思的,事关中原清真饮食文化发展振兴的大问题。 相似文献
8.
李长敏 《昆明师范高等专科学校学报》2010,32(1):138-142
中国伊斯兰建筑是阿拉伯-伊斯兰文明与中华文明长期相互影响在建筑文化艺术上的结晶,是伊斯兰建筑艺术中国化的结果,其典型代表就是中国的回族建筑。中国以清真寺为主的回族建筑是有着强烈东方色彩的伊斯兰建筑,其中国化的色彩主要体现在：1．强调中轴对称,规整布置,强调主体;2．多体组合的大殿建筑,其特色又主要表现在空间分割上;3．清真寺装饰具有中国民族特点,主要表现在梁柱的彩绘雕刻及圣龛的处理上。 相似文献
9.
Dilek Kayaalp 《International Journal of Inclusive Education》2013,17(7):655-668
This empirical research analyses an understudied population, Turkish immigrant youths' educational experiences of inclusion/exclusion in Vancouver. My information was gathered from in-depth interviews and participant observation with the first- and second-generation, Muslim and non-religious female and male Turkish immigrant youth from working and middle-class families. The findings of this study indicate that teachers' racism, linguicism and general Islamophobia are the factors of discrimination against Turkish immigrant youth in the education market. The findings suggest that cultural background, immigration status, class and religious affiliation are significant elements in students' relations to the school culture and their educational experiences of inclusion/exclusion in Canadian schools. 相似文献
10.
Fida Sanjakdar 《Sex education》2013,13(1):16-29
Homosexuality is widely perceived among many Muslims as a ‘western disease’, a natural outcome of the West's secularity and cultural degeneracy. In spite of the emergence of more liberal attitudes towards sexual differences in modern times, moral issues have not lost their relevance in polemical discourse against homosexuality among many Muslims. The heightened visibility of homosexuals, together with the decriminalisation of homosexuality, lie at the heart of Muslim objection; such movements towards the acceptance of homosexuality are viewed as a concerted and unified homosexual front attempting to squeeze out the hegemonic heterosexual norm. The common response among many Muslims to remedy this perceived ideological corruption is to resort to Islamic doctrine, which prohibits homosexuality and gives merit to heterosexism. This paper reports on some findings from a study by the author which examines how a group of Australian Muslim teachers deliberate on how to include studies on homosexuality as part of a wider dialogue on developing comprehensive sexuality education for Muslim youth. In their deliberations, teachers craft pedagogies which appropriate moral frameworks and expressions of embracing sexual difference. These pedagogical propositions give insight into how teachers generate epistemological, ethical and ontological approaches to critical thought about the subject. 相似文献