The case study research that is reported in this chapter explored equity issues in relation to li... more The case study research that is reported in this chapter explored equity issues in relation to life-experiences, opportunities and constraints for Muslim women in teacher training, with a focus on subject experiences within physical education. The research was motivated by ...
Link to publication on Research at Birmingham portal General rights Unless a licence is specified... more Link to publication on Research at Birmingham portal General rights Unless a licence is specified above, all rights (including copyright and moral rights) in this document are retained by the authors and/or the copyright holders. The express permission of the copyright holder must be obtained for any use of this material other than for purposes permitted by law. • Users may freely distribute the URL that is used to identify this publication. • Users may download and/or print one copy of the publication from the University of Birmingham research portal for the purpose of private study or non-commercial research. • User may use extracts from the document in line with the concept of 'fair dealing' under the Copyright, Designs and Patents Act 1988 (?) • Users may not further distribute the material nor use it for the purposes of commercial gain. Where a licence is displayed above, please note the terms and conditions of the licence govern your use of this document. When citing, please reference the published version. Take down policy While the University of Birmingham exercises care and attention in making items available there are rare occasions when an item has been uploaded in error or has been deemed to be commercially or otherwise sensitive.
International Journal of The History of Sport, Nov 2, 2017
The aim of the historical analyses of the contributions of three women principals of a teacher tr... more The aim of the historical analyses of the contributions of three women principals of a teacher training institution in England was to increase understanding of women as agents of change. Located in different historical, social, political, and economic eras the three women were pioneers and leaders responsible for shaping the profession of teaching physical education in different ways. Themes that emerged from document analyses, using figurational or process theory, resulted in the framework of professionalization, academicization and internationalization that is used to structure the paper. Ways in which the three women principals, Rhoda Anstey, Marion Squire, and Muriel Webster, contributed in each of the three processes of change within the profession are highlighted. All the women were principals of Anstey College of Physical Training, Birmingham, England, which opened in 1897 and was closed in 1984. The analyses illustrates long-term processes of change influenced by many aspects such as: the bifurcation of training for careers in medicine and education; increasing specialization; increasingly sophisticated systems of accreditation; political intervention to control and centralize education and its training institutions; and the drive for economic efficiencies as small institutions experienced forced mergers with larger institutions where power differentials were such that closure was inevitable. KEYWORDS Women's physical education; teacher training UK; gender; figurational sociology; history of women in sport Anstey College of Physical Training for women teachers in Birmingham, England, opened in 1897 and closed in 1984. In the 87 years of its existence hundreds of teachers were trained, and in turn these women have influenced thousands of pupils in the subject of physical education throughout England and the rest of the world. How do we keep the memory of Anstey, its people and legacy alive? What happens when such a historic institution closes? What is left that is tangible and worthwhile to the historically inquisitive researcher of tomorrow? How can we use it? How do we make sense of it? This paper offers one interpretation of the lives of the three longestserving women Principals of Anstey College, Rhoda Anstey, Marion Squire, and
International Journal of The History of Sport, Jul 11, 2014
The accuracy of the Content should not be relied upon and should be independently verified with p... more The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms &
... An increasing number of Muslim women started entering Greenacres college from 1991. ... has r... more ... An increasing number of Muslim women started entering Greenacres college from 1991. ... has received financial incentives, status amongst another religious community, national and inter-national recognition for piloting the first course of this nature in Britain, and increased ...
Muslim Women and Sport: Tansin Benn, Gertrud Pfister, and Haifaa Jawad (Eds.). This book provides... more Muslim Women and Sport: Tansin Benn, Gertrud Pfister, and Haifaa Jawad (Eds.). This book provides a powerful and valuable introduction to the global experiences, challenges, and achievements of Muslim women participating in physical activities and sport. Muslim Women and Sport is the first book (in range, depth, and courage) to discuss the sensitive issues of religion, culture, gender, sport, and diverse realities in the lives of many Muslim girls and women from across Europe, North and South Africa, and many countries of the Middle East. The challenges and opportunities for women in sport in both Muslim and non-Muslim countries are well documented in the book, offering illustrations of diverse realities in this regard. It is a collection of works by researchers and practitioners in sport who are experts in Muslim women's issues, either through personal experiences or through working alongside Muslim girls and women to increase knowledge and understanding of issues related to participation in physical activity. The book provides the only international collection of such works to date. Twenty-three authors from both Western and Eastern backgrounds contributed to this collection, allowing for rich insights from a variety of points of view and perspectives. Diverse ideological orientations, life histories, and contexts are mirrored in their writings. The book is divided into four parts. The introduction and conclusion by the editors (Benn, Pfister & Jawad) contain useful overviews of the field, history of the emergence of international dialogue, and recommendations for ways to increase participation opportunities for Muslim girls and women globally. Part one contains three chapters and examines underpinning perspectives. Chapter one (by Dagkas, Koushkie-Jahromi, & Talbot) reaffirms the value of physical education, physical activities, and sport in the lives of young Muslim women. One of the interesting ideas discussed in this chapter is that while in Islamic countries, such as Iran, the sporting structure builds in Islamic requirements for modesty in dress and sex segregation, Muslim women in more Westernised or secular contexts can struggle to find conducive environments in which to practice physical education or sport. Generally, the topics of Islam, women, and sport have been discussed in different languages in the Islamic world; however, there is very little such literature written in the English language (for greater global access). Chapter two of the book (by Jawad, Al-Sinani, & Benn) takes an important critical-historical approach to issues of religion and culture by examining tenets of early and revivalist Islam, in order to increase understanding of the diversity of Muslim women's experiences described in the book. It clarifies overlaps of religion and culture that are sometimes used to limit or restrict women's participation in physical activity, and explains the diverse ways in which faith is embodied and expressed throughout the book. The overall conclusion of this chapter is that Islam promotes good health and fitness, and encourages both men and women to engage in physical activity to maintain healthy lifestyles. Chapter three (Pfister) gives a valuable overview of socio-cultural theories used to explore issues of religion, culture, and gender, and applies these in a case study in Denmark where migrant Muslim women meet European sporting structures not designed to meet Islamic requirements. Part two of the book documents different experiences of Muslim women in sport from Islamic and non-Islamic countries. …
The focus of this chapter is on the authors’ research into the experiences of Muslim women in spo... more The focus of this chapter is on the authors’ research into the experiences of Muslim women in sport and physical education. International studies with Muslim women in diverse situations have positioned the authors to reflect on the role that faith, religion and feminist thought have had on enabling or denying opportunities for this groups’ sport participation. The chapter is divided into four sections: (1) Contested feminisms and issues for researching Muslim women and sport; (2) A review of studies in the field of Muslim women and sport; (3) A catalyst for our research in the field of Muslim women and sport; and (4) Reflections and recommendations on researching across cultural and religious boundaries. Key qualities for anyone engaging in this field are: to hear the voices of others; to respect the prominence of faith in the lives of some religious people who want to participate in sport; to be sensitive to differences in situation; and to strive for a global mindset.
The case study explores the experiences of Muslim women in the area of physical activity particip... more 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.
This article explores: (1) the place of women in Oman; (2) the history of initial teacher trainin... more This article explores: (1) the place of women in Oman; (2) the history of initial teacher training (ITT) and women specialists of physical education; and (3) experiences encountered on the 2006 visit to the only centre for ITT physical education specialists at Sultan Qaboos University (SQU) in Muscat. The education and training of Oman girls and women was a key part of Imani strategic development to enable them to contribute alongside the men. Developments in ITT are fairly recent. Any physical education that existed in teacher training was at generalist level and consisted of two sports. The first four-year teacher-training degree programme specializing in physical education started in 1991. In 1998, teacher training in other tertiary institutions was closed and SQU became the only provider of qualified teacher status. There was a gap between the curriculum of the teacher-trainee specialists and the reality of the situation in the state schools. Lack of facilities, resources and cultural restrictions meant dance and swimming were not a reality and gymnastics could rarely happen in these state schools. Although the mismatch between ITT preparation and reality in state schools was stark, the 2006 visit to the SQU showed that there is value in the SWU programme in the lives of the women trainees and their hopes for the continued improvement of Omani society. It is argued that the broad physical education curriculum at SQU is vital aspirationally and that the emerging teachers are the ones to fight for better facilities and resources in schools to give broader access to Omani children. In conclusion, it is clear that these four-year trained Omani women physical educations specialists are the key to a better future in this field. There is a sports strategy for the country currently though that includes potential development of community-based facilities and leadership training provision for girls and women. This would necessarily be linked with physical education in the secondary schools, bringing hope that continually improving infrastructure and attitudes will encourage greater lifelong participation opportunities and healthy lifestyles for Omani people in the future.
The case study research that is reported in this chapter explored equity issues in relation to li... more The case study research that is reported in this chapter explored equity issues in relation to life-experiences, opportunities and constraints for Muslim women in teacher training, with a focus on subject experiences within physical education. The research was motivated by ...
Link to publication on Research at Birmingham portal General rights Unless a licence is specified... more Link to publication on Research at Birmingham portal General rights Unless a licence is specified above, all rights (including copyright and moral rights) in this document are retained by the authors and/or the copyright holders. The express permission of the copyright holder must be obtained for any use of this material other than for purposes permitted by law. • Users may freely distribute the URL that is used to identify this publication. • Users may download and/or print one copy of the publication from the University of Birmingham research portal for the purpose of private study or non-commercial research. • User may use extracts from the document in line with the concept of 'fair dealing' under the Copyright, Designs and Patents Act 1988 (?) • Users may not further distribute the material nor use it for the purposes of commercial gain. Where a licence is displayed above, please note the terms and conditions of the licence govern your use of this document. When citing, please reference the published version. Take down policy While the University of Birmingham exercises care and attention in making items available there are rare occasions when an item has been uploaded in error or has been deemed to be commercially or otherwise sensitive.
International Journal of The History of Sport, Nov 2, 2017
The aim of the historical analyses of the contributions of three women principals of a teacher tr... more The aim of the historical analyses of the contributions of three women principals of a teacher training institution in England was to increase understanding of women as agents of change. Located in different historical, social, political, and economic eras the three women were pioneers and leaders responsible for shaping the profession of teaching physical education in different ways. Themes that emerged from document analyses, using figurational or process theory, resulted in the framework of professionalization, academicization and internationalization that is used to structure the paper. Ways in which the three women principals, Rhoda Anstey, Marion Squire, and Muriel Webster, contributed in each of the three processes of change within the profession are highlighted. All the women were principals of Anstey College of Physical Training, Birmingham, England, which opened in 1897 and was closed in 1984. The analyses illustrates long-term processes of change influenced by many aspects such as: the bifurcation of training for careers in medicine and education; increasing specialization; increasingly sophisticated systems of accreditation; political intervention to control and centralize education and its training institutions; and the drive for economic efficiencies as small institutions experienced forced mergers with larger institutions where power differentials were such that closure was inevitable. KEYWORDS Women's physical education; teacher training UK; gender; figurational sociology; history of women in sport Anstey College of Physical Training for women teachers in Birmingham, England, opened in 1897 and closed in 1984. In the 87 years of its existence hundreds of teachers were trained, and in turn these women have influenced thousands of pupils in the subject of physical education throughout England and the rest of the world. How do we keep the memory of Anstey, its people and legacy alive? What happens when such a historic institution closes? What is left that is tangible and worthwhile to the historically inquisitive researcher of tomorrow? How can we use it? How do we make sense of it? This paper offers one interpretation of the lives of the three longestserving women Principals of Anstey College, Rhoda Anstey, Marion Squire, and
International Journal of The History of Sport, Jul 11, 2014
The accuracy of the Content should not be relied upon and should be independently verified with p... more The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms &
... An increasing number of Muslim women started entering Greenacres college from 1991. ... has r... more ... An increasing number of Muslim women started entering Greenacres college from 1991. ... has received financial incentives, status amongst another religious community, national and inter-national recognition for piloting the first course of this nature in Britain, and increased ...
Muslim Women and Sport: Tansin Benn, Gertrud Pfister, and Haifaa Jawad (Eds.). This book provides... more Muslim Women and Sport: Tansin Benn, Gertrud Pfister, and Haifaa Jawad (Eds.). This book provides a powerful and valuable introduction to the global experiences, challenges, and achievements of Muslim women participating in physical activities and sport. Muslim Women and Sport is the first book (in range, depth, and courage) to discuss the sensitive issues of religion, culture, gender, sport, and diverse realities in the lives of many Muslim girls and women from across Europe, North and South Africa, and many countries of the Middle East. The challenges and opportunities for women in sport in both Muslim and non-Muslim countries are well documented in the book, offering illustrations of diverse realities in this regard. It is a collection of works by researchers and practitioners in sport who are experts in Muslim women's issues, either through personal experiences or through working alongside Muslim girls and women to increase knowledge and understanding of issues related to participation in physical activity. The book provides the only international collection of such works to date. Twenty-three authors from both Western and Eastern backgrounds contributed to this collection, allowing for rich insights from a variety of points of view and perspectives. Diverse ideological orientations, life histories, and contexts are mirrored in their writings. The book is divided into four parts. The introduction and conclusion by the editors (Benn, Pfister & Jawad) contain useful overviews of the field, history of the emergence of international dialogue, and recommendations for ways to increase participation opportunities for Muslim girls and women globally. Part one contains three chapters and examines underpinning perspectives. Chapter one (by Dagkas, Koushkie-Jahromi, & Talbot) reaffirms the value of physical education, physical activities, and sport in the lives of young Muslim women. One of the interesting ideas discussed in this chapter is that while in Islamic countries, such as Iran, the sporting structure builds in Islamic requirements for modesty in dress and sex segregation, Muslim women in more Westernised or secular contexts can struggle to find conducive environments in which to practice physical education or sport. Generally, the topics of Islam, women, and sport have been discussed in different languages in the Islamic world; however, there is very little such literature written in the English language (for greater global access). Chapter two of the book (by Jawad, Al-Sinani, & Benn) takes an important critical-historical approach to issues of religion and culture by examining tenets of early and revivalist Islam, in order to increase understanding of the diversity of Muslim women's experiences described in the book. It clarifies overlaps of religion and culture that are sometimes used to limit or restrict women's participation in physical activity, and explains the diverse ways in which faith is embodied and expressed throughout the book. The overall conclusion of this chapter is that Islam promotes good health and fitness, and encourages both men and women to engage in physical activity to maintain healthy lifestyles. Chapter three (Pfister) gives a valuable overview of socio-cultural theories used to explore issues of religion, culture, and gender, and applies these in a case study in Denmark where migrant Muslim women meet European sporting structures not designed to meet Islamic requirements. Part two of the book documents different experiences of Muslim women in sport from Islamic and non-Islamic countries. …
The focus of this chapter is on the authors’ research into the experiences of Muslim women in spo... more The focus of this chapter is on the authors’ research into the experiences of Muslim women in sport and physical education. International studies with Muslim women in diverse situations have positioned the authors to reflect on the role that faith, religion and feminist thought have had on enabling or denying opportunities for this groups’ sport participation. The chapter is divided into four sections: (1) Contested feminisms and issues for researching Muslim women and sport; (2) A review of studies in the field of Muslim women and sport; (3) A catalyst for our research in the field of Muslim women and sport; and (4) Reflections and recommendations on researching across cultural and religious boundaries. Key qualities for anyone engaging in this field are: to hear the voices of others; to respect the prominence of faith in the lives of some religious people who want to participate in sport; to be sensitive to differences in situation; and to strive for a global mindset.
The case study explores the experiences of Muslim women in the area of physical activity particip... more 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.
This article explores: (1) the place of women in Oman; (2) the history of initial teacher trainin... more This article explores: (1) the place of women in Oman; (2) the history of initial teacher training (ITT) and women specialists of physical education; and (3) experiences encountered on the 2006 visit to the only centre for ITT physical education specialists at Sultan Qaboos University (SQU) in Muscat. The education and training of Oman girls and women was a key part of Imani strategic development to enable them to contribute alongside the men. Developments in ITT are fairly recent. Any physical education that existed in teacher training was at generalist level and consisted of two sports. The first four-year teacher-training degree programme specializing in physical education started in 1991. In 1998, teacher training in other tertiary institutions was closed and SQU became the only provider of qualified teacher status. There was a gap between the curriculum of the teacher-trainee specialists and the reality of the situation in the state schools. Lack of facilities, resources and cultural restrictions meant dance and swimming were not a reality and gymnastics could rarely happen in these state schools. Although the mismatch between ITT preparation and reality in state schools was stark, the 2006 visit to the SQU showed that there is value in the SWU programme in the lives of the women trainees and their hopes for the continued improvement of Omani society. It is argued that the broad physical education curriculum at SQU is vital aspirationally and that the emerging teachers are the ones to fight for better facilities and resources in schools to give broader access to Omani children. In conclusion, it is clear that these four-year trained Omani women physical educations specialists are the key to a better future in this field. There is a sports strategy for the country currently though that includes potential development of community-based facilities and leadership training provision for girls and women. This would necessarily be linked with physical education in the secondary schools, bringing hope that continually improving infrastructure and attitudes will encourage greater lifelong participation opportunities and healthy lifestyles for Omani people in the future.
Continuing to honor the legacy of International Association of Physical Education and sport for girls and women, 2019
This twenty-year history of IAPESGW from 1999-2009 is shared with whomever has an interest during... more This twenty-year history of IAPESGW from 1999-2009 is shared with whomever has an interest during the 70th anniversary congress in Madrid, Spain. The book includes a synopsis of people, places. programs, projects, and initiatives over the past 20 years as an overview of continuing voluntary efforts by visionary and capable women. There are contributions from many colleagues around the world.
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