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The Value o Di e si y: Teaching Gende and
Spo h ough Con en Analysis o
Th ee Films
Ga cía, A.J. 1, Núñez, M.T. 2
Depa men o Social Psychology, Uni e si y o Se ille, Camilo José Cela S ee , Se ille-Spain
1al [email protected]; 2 m [email protected]
Recei ed 16 Ap il, 2014; Accep ed 26 May, 2014; Published 17 June, 2014
© 2014 Science and Enginee ing Publishing Company
Abs ac
Unde lining he alue o di e si y is o g ea in e es
esul ing in a changing, lexible social con ex and aims o
main ain he wel a e s a e and he e ec i eness o bo h labo
o ganiza ions and school o spo s in communi y li e.
Ha ing his budge heading, we conside gauging he alue
o gende di e si y in spo and o e ing cinema as an
e ec i e way o hink abou i doing a con en analysis o
h ee ilms and p oposing keys o be used in he class oom
ool. This wo k is impo an and ep esen s an ad ance in
educa ion science by p oposing a wo king ool o eache s
who in end o each alues o hei s uden s h ough he
con on a ion o s e eo ypes and p ejudices con ained in he
p oduc s eleased by indus y ilm.
Keywo ds
Spo ; Cinema; Gende ; Di e si y Managemen
In oduc ion
We highligh h ee issues ha seem ele an . In
No embe 2003, he Gene al Assembly adop ed
esolu ion 58/5 wi h in i ing Go e nmen s o conside
spo as a means o p omo e educa ion, heal h and
communi y de elopmen . 2005 was also named he
In e na ional Yea o Spo and Physical Educa ion,
which i p o ided ha con ibu e e y e ec i ely,
human and social de elopmen . In 2008, he
Audio isual Council o Andalusia b ough ou a s udy
ha highligh ed he in isibili y o women in ele ised
spo . These p eceden s, legal, symbolic and
expe imen al, ha e inspi ed and ocused on ou
e lec ion. We discuss abou a e lec ion ha is
ancho ed in h ee a eas o analysis: in e pe sonal and
social alues as a ool o enhancing communi y heal h,
spo and gende and ilm as a eaching esou ce and
he e o e use ul o co ne gende bias.
In e pe sonal and Social Values, A gumen s o
Communi y Change
1) Values
The alue is a commodi y ha esponds o human
needs and is used as a c i e ion o e alua e he
goodness o ou ac ions. F om a p ac ical poin o
iew, he alues should ge a decen de elopmen
and quali y li e o bo h he pe son himsel and o
o he s (González Lucini, quo ed by Núñez, 2009a).
P omo e e lec ion abou alues include
encou ageing, s eng hening and/o p o ec ion
ac ions, si ua ions and en i onmen s ha lead o
pe sonal and communal li e wi h quali y. On he
o he hand, we conside ha o in e ene
app op ia ely in he communi y (and especially in
he educa ional communi y), speci ic p oposals
abou ca alogs alues epo ed in he li e a u e
should be made o ac ion. F om he look we
wan ed o p opose a Decalogue o alues be
di ided in o h ee blocks: pe sonal alues;
in e pe sonal alues and social alues.
Pe sonal alues:
• Lea n o lis en ac i ely and empa he ically.
• Lea n o wai .
• Lea n o lose. Take ailu e as a basic p ocess o
lea ning h oughou li e.
• De elop a sense o esponsibili y, s eng hen he
cul u e o e o : o ganiza ion, e o s o make
hings igh , ollow expe ins uc ions.
• Enhance sel -es eem, accep and lo e.
In e pe sonal alues:
• Respec o he elde ly. P es ige p o essionals
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43
and accep hei au ho i y. And we alk abou
espec , no blind obedience.
• Show solida i y wi h people di e en om us; be
ole an accep ing o he eali ies, o he ways o
being and doing.
• O e o help o he s wi h special needs.
• Use humo and good manne s o ela e and
coope a e social alues.
• Respec public goods and se ices ha a e he
common he i age.
The e o e, he Decalogue o alues ha should be
p omo ed, especially in educa ion whe e people
who a e in i a e in a p ocess o basic aining is:
accep ance, pe sonal ca e, au onomy, esponsibili y,
solida i y, espec o di e si y, iendship,
coope a ion, ole ance and espec o he objec s.
2) The Value o Di e si y and Gende Di e si y
The e is no denying ha he plu ali y o op ions in
di e en a eas o li e p o ides a weal h ha is
claiming s eadily. Fo his eason, he new social
con ex whe e li e ac i e denuncia ion o
adi ionally disc imina ed g oups, new mig a o y
mo emen s, he in e na ionaliza ion o he
economy, echnological and in o ma ional changes
powe ul, is demanding a quick adap a ion o
socie y and, o cou se, adap ing one o i s mos
impo an mani es a ions : labo o ganiza ions,
educa ional....
As well as loop mode, i makes he legisla u e
balance i by gi ing legal p o ec ion o such
changes. Thus we can say ha he new Spanish
laws go e ning he wo ld o o mal ela ions
explici ly p o ec agains disc imina ion o people
because o hei gende , acial o e hnic o igin,
disabili y, sexual o ien a ion o eligious belie s.
On he opposi e o he de ense o cul u al di e si y
concep ual pole is seg ega ion. The "di e en "
people a e elega ed o a seconda y ole, wi h
ewe igh s and less likely. Al hough keep in a
Wes e n cul u e whe e di e ences a e espec ed
legally, close obse a ion o e e yday ela ional
p ocesses lead o biased poin seg ega ionis
p ac ices.
Wha p ejudice means a se o igid opinions
(nega i e and un a o able) o one g oup o e
ano he ? O en he bias is explici , open o clea .
Howe e , in many o he ilm is sub le, is bu ied, i
is easily ecognized and hus is a mo e dange ous.
To "unde s and" please e e s o he con ex o in e
- g oup ela ions. Usually he ilms ake place in he
majo i y - mino i y in he la ge o ha de g oup o
ano he g oup nega i ely s e eo ype and social
bene i s ob ained denying oppo uni ies o people
o he o he g oup ela ionship. A he same ime,
ind a scapegoa o downloading hei own
us a ions and a i m hei sel -es eem g oup. As
men ioned elsewhe e (Núñez, 2009b), speci ically
gende s e eo ypes a e biased expec a ions abou
men and women ha bias pe cep ion,
in e p e a ion and ecall o in o ma ion. So, i we
accep ha a cha ac e is ic ea u e o a woman is o
be "emo ional" be o e man is " a ional ", will end
o emembe momen s when a woman pu s i his
way. The end esul is he s eng hening o his
judgmen al s e eo ype, i s oo s in he collec i e
mind, and s ill emains ac i e e en s onge han a
ce ain philosophical o e en speci ic o mula ions
o hose legal ideas.
Gende and Spo . S e eo ype P ejudice
Al hough no explici ly conside ed so i is wished, he
spo has been an ac i i y in ima ely ied o he male
gende ; ha is s e eo ypically conside ed "s ong",
which has been p ejudged whe eas women wi h his
“weakness" a e no as quali ied o exe cise i ,
seg ega ing. One idea ha may low om such
conside a ion (sha ed) is ha spo somehow is linked
o he isk and he isk is "men” (Es eba anz and
Nunez, 2010). Mo eo e , i could be said ha he
compe i i e dimension o spo is qui e aken by men
while o women spo s, in many cases, i is an
oppo uni y o sha e (Se e 2006). I we s opped a
his iew, you could clea ly see ha he e we e
p ejudicial s e eo ype backg ounds which en ail
ob ious side e ec s: men a e a ional and women
emo ional; men like hem and mo es isk ambi ion
while women mo e h ough in e pe sonal
ela ionships and communica ion.
Thus i is ins alled in he collec i e unconscious ha
has no been di icul o conside a woman p ac icing
spo wi h some e ec i eness as “male" and he man
who has skills o p ac ice as “e emina e". In ha sense
we unde s and he wo ds o Se e (2006, p.4), who
s a es ha "In many socie ies ends o disp o e he
spo o women."P esumably because i makes
women less because hey lose he “ eminine
sensibili y".
Wo ds a e blun Gonzales and Fe nandez (2009, p.128),
s a ing ha he spo is implici beha io s and
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cha ac e is ics o hegemonic masculini y model
ea u es... We alk abou physical s eng h, agg ession,
powe , iolen ac ions in he unde lying alida ion o
he ideal male.
No longe s iking, while expec ed, some o he
conclusions we each he so Blández (2007). In e es ing
is lis ening o elemen a y s uden s alking abou spo
and physical ac i i y, because hey ecognize ha each
gende has di e en as es and in e es s. They belie e
ha he kids like mos e e y hing ela ed o spo s ha
in ol e o ce o iolence and gi ls’ spo s a . In u n,
hese s uden s epo ha eache s in seconda y ea
unequally boys and gi ls: a leas hey a e equi ed.
Following hese lines o analy ical e lec ion, seems
ele an da a p o ided by he Fede a ion o
P og essi e Women (2008). Fo example a sequence
eminds us ha he c ea o o he mode n Olympic
Games did no allow he pa icipa ion o women.
The e is mo e o make an assessmen o pa icipa ion
a es o women in he Olympics o conclude ha
women and spo do no always go hand in hand.
F om 1896 o 1996, he a e age emale pa icipa ion in
hem has been o 17.55%; his da a can gi e us a clue
abou he social ega d in women spo .
Fo all hese easons, we belie e ha he ho izon al
gende seg ega ion in g ass oo s spo (which could
di e en ia e he eli e), is unheal hy and impo e ished
in e pe sonal ela ionships and coope a i e lea ning.
We unde s and ha he inco po a ion o women in o
he spo has been accompanied by o he modes o
p ac ice and unde s and his ac i i y and sha e wi h
P a Sole Puig Ba a a and ha " di e ence i
Desigual a dues a e Les pe spec i es d' anàlisi ha
enssembla necessa i u ili za simul àniamen " o
s udy he si ua ion o women and spo (2004, p.77).
The Film and i s Educa ional Impo ance
Fo some ime he cinema was conside ed as he
ul ima e o m o escaping om eali y. Howe e ,
many people now conside him as a wi ness in he
wo ld and, in his sense, become a mi o o look a
he social eali y. Tha is why we s ess i as powe ul
socializing agen because i shows beha io al models,
p oduces eac ions; ansmi ed belie s, alues ...
(Núñez, 2009b). P ecisely ha socializing ision is he
basis o some au ho s alking abou mo ies as public
pedagogies (Mo duchowicz e al., 2004). Speci ically
Loza and p ayed (2010) de end he educa ional
in e es o he cinema o wo k alues using spo s-
ela ed mo ies ( iewed on cinemas, h ough ideo,
ele ision, compu e o o he sc een...).
The ilm used as a eaching ool, he e o e, has been
helping o decen alize he class oom as a unique
space in he cons uc ion o eali y; ie, pa icipa ing in
he cons uc ion o knowledge (Go dillo, 2010).
Because mo ies do mo e han en e ain: o e
wo ld iews, mobilize desi es, eelings; posi ions and
in luence ou pe cep ions o eali y and helps us build
socie y.
Me hod. The Case S udy as a Wo king
Me hodology.
The Case S udy
The case s udy (case me hod) has a double meaning:
as a esea ch ool and as an in e en ion s a egy in he
class oom.
I can be unde s ood as a esea ch ool ha will hen
allow conc e e esul s as i a emp s o answe
ques ions like o why deepe han s a is ical s udies. In
his sense, he case s udy me hod is a aluable ool in
he in es iga ion and i s g ea es s eng h is ha
hough i is measu ed, he beha io o he people
in ol ed is eco ded in he s udied phenomenon
(Ma inez, 2006: 167). Was a me hod widely used in
he social sciences; pa icula ly in a eas ela ed o
educa ion, you h policy o social p oblems esea ch?
Al hough he s eng h is he dep h in ob aining esul s,
i is also ecognized ha one o he main weaknesses
associa ed is ha hei conclusions a e no s a is ically
gene alizable. Sosa (2006) acknowledged ha he case
did no ep esen a sample om a popula ion which
could no be s a is ically gene alizable. We unde s and
wi h a ious scien i ic au ho i ies o be conside ed as
heo e ical - e lexi e p oposi ions as he aim o
in es iga ing he pe son mus be o expand and
gene alize heo ies (which ha e been e med in he
li e a u e as analy ical gene aliza ion).
Howe e , he case me hod can also be unde s ood as
an in e en ion s a egy in he class oom. The cases
became ins umen s which caused analysis and
e lec ion because h ough hem i is ake a “piece o
eali y" o b ing o he class oom e e yday si ua ions.
Asopa and Be e (2001) de ined i as a lea ning me hod
based on pa icipa ion, coope a ion and democ a ic
dialogue o he s uden s. In his de ini ion he
impo ance o ha s uden s ake an ac i e and
coope a i e ole in eaching consensus and join
decision-making is emphasized. And so we
unde s and i in his wo k.
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S udying Gende Values h ough Film
This s udy p oposes h ee cases co esponding o
h ee ilms: Bend I Like Beckham; She's he Man, and
O side (O side).
Wha condi ions mus exis in a i s app oxima ion o
a mo ie so you can help in he de ec ion and lea ning
o alues? We ha e o bea in mind a leas h ee
dimensions o con en :
- Messages (wha is said and how)
- People (who and why)
- Con ex s (whe e hose messages a e p oduced, whe e
he appo is es ablished)
I we limi ou sel es o he s o ies na a ed in he h ee
chosen ilms, we mus cla i y: Messages. In e es ingly
(almos essen ial) analyze wha he cha ac e s say:
wha kind o wo ds and exp essions a e used by hem;
how do you alk abou eelings? ; Wha ideas and
belie s s and? I is also in e es ing o no e non e bal
aspec s. I is e y e ealing o analyze he physical
cha ac e is ics ha p esen he cha ac e s; age, cause
wha imp ession: a e "models" o emula e? Con ex s: I
is also impo an o include in his e lec ion whe e he
in e ac ion occu s: he spaces; physical and
en i onmen al condi ions su ounding in e ac ions.
Resul s: Analyzing he h ee Films
The h ee cases chosen o analysis a e mo ies o
di e en na ionali ies and la ge di e ences in quali y
and na u e in he ace o exhibi ion and dis ibu ion:
Bend I Like Beckham, She's he Man, and O side. Bu
despi e he con as s be ween hem, he h ee ilms
ep esen a s uggle o young women o ge he same
igh s and oppo uni ies as boys his age. Righ s and
eedoms in amily, spo s o social, om he spo o
socce a e p esen ed in all h ee cases. Each ilm
o ganizes he plo elemen s om cha ac e s in his
ca ee , se ed as bo h alues (pe sonal, in e pe sonal
o social) and dis alues o an i. Le 's look a each o
hem sepa a ely.
Fi s ly, Bend I Like Beckham (Bend I Like Beckham,
UK, 2002) is a ilm by Gu inde Chadha a B i ish ilm
di ec o o Indian o igin. The plo e ol es a ound he
cha ac e o Jess, a gi l li ing in he subu bs o
London, whose pa en s a e i s gene a ion Punjabi
immig an s. The amily p o esses he Sikh eligion and
espec s Indian adi ions bu allows Jess o ma y an
Indian guy and she is a pe ec housewi e. Nei he his
pa en s no his sis e Jess unde s ands he ondness o
oo ball p ac ice e e y day and, much less aking i
se iously. So Jess mus sec e ly ain his pa en s. She is
a sma , s udious, espec ul and obedien olde gi l,
bu he likes o play oo ball. And he is a e y good
playe . Jules one day, a gi l playing in he ama eu
women's oo ball eam he Hounslow Ha ie s,
p oposes o do a es o play on he eam. The coach
accep s i , he gi ls; especially Jules a e deligh ed wi h
his signing. Bu he amily do no ag ee. Among
Indian adi ions he amily is no in good as e o a
gi l o ma iageable age (Jess has u ned 18) will make
spo wi h li le clo hing. So I will ha e o s a hiding
is on he compu e and la e when hey lea n, lea n o
lie.
This ilm will highligh se e al cha ac e s: Jess and he
iend Jules, he pa en s o bo h and he olde sis e
Jess, Pimky. Jess and Jules a e wo heal hy young
a hle es, chee ul and ha e e y di e en amily
ci cums ances. Despi e ha good iends a e made and
pe ec ly complemen he ield. Despi e he cul u al
di e ences o o igin, hey a e no ela ed as o eign
hanks o he in e es o bo h he spo . The passion o
oo ball uni es hem, hough a one poin sepa a es he
ilm’s lo e in e es by he same man: he coach, who
e en ually op s choosing Jess. The amily has wo e y
dis inc cha ac e is ics. Howe e he wo mo he s a e
p esen ed in simila con ex s. Jess’s mo he , whose
usual home is he amily oom, i s appea s in he
ki chen peeling ca o s and gi ing o de s o his
daugh e s. Jules’s mo he in he ilm al e na ing
domes ic and social spaces - is p esen ed by selec ing
li y and eminine linge ie o he daugh e , e en
hough i op s o mo e spo swea . These adi ional
and pa ia chal con ex s a e common in he wo
mo he s, despi e hei di e en o igins and cul u al
di e ences. Jess’s mo he ejec s oo ball and is
de e mined o each he o cook, exp essing messages
as
"I wan you o un hal naked be o e men”
”A you age I was al eady ma ied and you do no
e en wan o lea n o cook”
”Does decen amily wan o ha e a daugh e who
spends he day kicking he ball bu does no know
p epa ing chapa is?"
He e en opposes socce p ac ice wi h elemen s o
Indian cul u al adi ion. When Jesus speaks o hono
supposed o play in a eam like he Hounslow
Ha ie s, he mo he eplies saying: “Is he e no
g ea e hono han o espec you elde s?” In ac he
opposi ion is aced by gi ls. Widesp ead, no only
pa s o he mo he o Jesus. In he d essing oom
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46
when she con esses ha in he Indian adi ion he
gi ls should no play oo ball, a ellow eam quali ies
ha ou da ed adi ion. Bu Jules ep oaches, saying,
“I is no only some hing Indian. How many people
suppo his idea? "
Jules belonging o an English amily should accep he
young spo . Howe e , he mo he is ex emely ha e
because she hinks oo ball as a male spo , and s i es
o edi ec you child o know guys, is ixed, choose
mo e eminine clo hes... and ebukes he a he , who
some imes plays socce wi h his daugh e , asking "
When a e you going o ealize you ha e a daugh e
wi h boobs, no a son ? " o wo ying abou success
wi h he child en o he daugh e , de e mined o go
ou wi h one, and blaming he spo ha she plays
make ha she has no boy iend : " No guy wan o
da e a gi l who has mo e muscle han him."
So, as we see, he p ejudices o he mo he o Jules a e
no less han hose o he mo he o Jesus. Al hough
his guide will no he impo ance o any adi ion o
eligion, ha e a s e eo yped iew o Indian cul u e
and a he i s sign, misin e p e he iendship
be ween he wo gi ls, g ea ly disliked a lesbian
ela ionship be ween hem.
Howe e , in he ilm, he pa en s can come o
unde s and hei daugh e s e en help you. Jules’s
a he p ac iced oo ball and he e a e much mo e
dialogue and unde s anding han he mo he . The
pa en s o en discussed abou showing suppo o
di e en spo s hobbies o his only daugh e . And
Jess’s a he , who ea ly in he ilm emains ou side
hobby o opposes his daugh e , when one day decides
o play she unde s ands ha i is e y good, and ha is
se ious abou he spo . Since hey ha e a g ea e
deg ee o ole ance and suppo , lea ing e en go back
o play Mo he ’s Day Wedding Pimky. He is no ag ee
ha ela es emo ionally wi h coach al hough his
unde s anding and ole an cha ac e and hei abili y
o lis en o hei daugh e s.
The Indian women's wo ld does no unde s and he
lo e o Jesus o oo ball. Nei he his own sis e may
like unde s ood as bo h a spo and no go ou wi h
boys. Pimky is shallow and li a ious, easily compe es
wi h he iends o any li le hings ela ed o clo hing,
makeup o accesso ies. Thei goal is ma iage, bu
always wi h a gi l o he same cul u e. Al hough she
disobeys his pa en s and lying o ha e sex wi h he
boy iend, and she no doub be aying Jess
jeopa dized when c ea ing you wedding. Thei
p ejudices spo is simila o o he s conside ing ha
he iends o Jesus a e a “dyke" Howe e , a o he
imes she helps you sis e so ha you can a end
majo compe i ions.
In his ilm we see Jess and Jules, along wi h he
eamma es, who ha e a suppo ing ole in he ilm,
belong o a mino i y g oup o women uni ed by hei
lo e o oo ball p ac ice. Pe sonal and social ejec ion
is ea ed in amily and neighbo hood con ex s. Jess’s
iends, playing wi h he in he pa k, go o a oo ball
ield o play i , do no s op making sexis , ulga and
ude commen s in ela ion o women's spo .
Thus, we can de ec he ollowing alues om he
a gumen discussed in he ilm. Fi s i is impo an o
lea n he pe sonal alue o lose and assume ailu e.
The Hounslow Ha ie s lose an impo an game in
Ge many because o Jess, who misses a c ucial penal y.
Meanwhile, Jules ge s no lo e om he coach, who
op s o Jess. Once Jules accep s his loss and assumes
i s ailu e can es o e iendship and us Jesus.
Second, and ollowing pe sonal alues, Bend I Like
Beckham is enhancing sel -es eem, accep ing own
sho comings. Jess has a bu n ha ugly leg. A i s he
shame and emba assmen ha make you eel away
om he g oup. Bu hanks o oo ball, hei desi e o
play and he a i ude o hei pa ne s, hei complex
ips and i lea ns o each na u ally ailing, despi e he
aun s o he neighbo hood kids.
The ilm also p omo es an in e pe sonal alue,
h ough solida i y wi h di e en people and ole ance
wi h o he cul u al mani es a ions. He e Indian cul u e
wi h English cul u e coexis s na u ally, i only some
membe s o he second gene a ion o mig an s. The
in ole ance o he Indians in hei iendly and lo ing
ela ionships seen in Jess's amily, especially om he
pa en s o he own sis e . O he in e pe sonal alue
p esen in he ilm is espec o he elde ly: Jess
espec s his pa en s, especially when he a he
decides o lis en and unde s and. She is an educa ed
gi l and does no like o lie (al hough i is bound o do
i you wan o con inue playing he spo ). Respec
you elde s, who salu e ollowing he Indian adi ion.
A he bo om o mos o he alues o his ilm - bo h
pe sonal and social - behind e o cou age and
pe se e ance in he igh o d eams and he alue o
iendship despi e cul u al di e ences. The alue o
he equipmen is essen ial in he p ac ice o a spo
such as oo ball, ye he e i is in he dis an
backg ound.
As he ilm de elops, i is a e y in e es ing spo in

In e na ional Jou nal o Sociology S udy Volume 2, 2014 www.seipub.o g/ijss
47
ela ion o he s a us o gende and e hnici y. In he
a icle i led "Spo , gène e i e nici a . The cas o hem
immig an s gi s" Ge ud P is e discusses he ole o
spo in he li es o immig an s o Islamic o igin in
wes e n coun ies (especially in Ge many). Conside ,
o example, ha “ he con adic ions be ween being
dona ed socce playe i be c eix he ime ha i is
going jugado s les g ans en mon h” (P is e , 2004,
p.122), as shown in Bend I Like Beckham.
Secondly, She's he Man (She's he man, USA, 2006) is
an Ame ican p oduc ion showing a ee con empo a y
adap a ion o Shakespea e 's comedy Twel h Nigh ,
di ec ed by Andy Fickman and s a ing een s a
Amanda Bynes. I ’s a Viola gi l who as alen ed a hle e
playing oo ball. When he women's eam is
elimina ed by no ha ing enough playe s and is
ejec ed in men wi h sexis a gumen s, decides o
assume he ole o his b o he by disguising as a boy in
a new school. The e ains ha d in o de o become a
good socce playe , bu complica ions om his
cos ume and he usu pa ion o his b o he ’s
pe sonali y mul iply.
While his is a een mo ie wi h popula een s a and
s ong comme cial componen , he a gumen , as in he
p e ious ilm, e ol es a ound he claim o he igh o
women o play oo ball. Bu his ime he e is a amily
o cul u al ba ie , as in he English mo ie, bu a
gende bias. The p o agonis igh ing o his igh o
ha e he gi ls can play oo ball (in a mixed eam i
necessa y) i hey demons a e hei abili y. Howe e ,
i should be no ed ha his is no a g oup o social
demand, bu a pu ely pe sonal ma e by he cha ac e
o Viola. In ac , he e is no he sligh es a emp o ge
his eamma es also ge o play. And he economic
s uggles a e dilu ed in a o o een oman ic comedy,
wi h equi ocal own hea e o he Golden Age and
happy ending, as one would expec .
Among he ilms highligh some pos s ha said he
inequali ies be ween men and women because o he
supposed weakness, agili y and poo a hle ic abili y
o hese la e . Thus, he i s boy iend Viola a gues
( o con ince he ha he canno play in a eam o men)
who do no wan o hu you sel . The coach,
meanwhile, no es ha “ he gi ls a e no as as as he
guys, no as s ong o as a hle ic. "I men ein o ce
pa ia chal a i udes and commen a y, women in he
ilm do well. The mo he o he p o agonis , o
example, only conce n ha he daugh e looks cheesy
and pompous in he “dance o he debu an es ", so he
asks, "how I could ha e a daugh e who jus wan s o
spend he day kicking he ball h ough a muddy
ield?", o a o he imes says " inally will be a
ma iageable gi l".
Among he cha ac e s in his ilm, we highligh mainly
h ee: i s , he cha ac e o Viola, one, al hough
some imes omboy beau i ul young gi l, as i he igh
o p ac ice oo ball became a masculine woman.
Al hough he e a e se e al men who oppose hei goal
o playing oo ball (he boy iend, he coach and he
es o he eam a his school), his mo he is also
con a y o he p ac ice o his spo . I mo es in
adi ionally emale con ex s: home, cos umes,
cha i able o ganiza ion ai s and dance o he
debu an es. I e lec s he s e eo ype o he dumb and
ich woman who only ca es abou supe icial ma e s
and who does no know any hing. The ilm also
e lec s he mo e adi ional and conse a i e elemen s
o he U.S., and swee ened Pu i an model o he
eenage audience o whom i is di ec ed his mo ie.
As o he alues ound, he e is one o a pe sonal
na u e: de elop a cul u e o e o , o ganiza ion,
e o s o make hings igh , ollow expe ins uc ions.
This alue is di ec ly ela ed o he heme o spo in
he ilm. The cha ac e o Viola wan abo e all o be a
good oo balle and p o e he can play a he same
le el as hose guys. The coach and his iend Duke a e
he expe s ha gi e guidelines o lea ning. And his
de e mina ion, willpowe , and s olen he d eam o
ain i elessly allow you o achie e you goal hou s.
And his de e mina ion, willpowe , and s olen he
d eam o ain i elessly allow you o achie e you
goal hou s.
Among dis alues showing he main mo ie is he use
o lies o he pu pose (pa en s, eache s, pee s and
classma es...). Lying is much he way as he key o
achie e ha end; i is he sp ingboa d ha leads o
ic o y. We migh e en alk abou o he an i- alues: i
spo s momen s o he ilm a e associa ed wi h he
alues o e o , commi men , collabo a ion and
solida i y among eamma es, i al y, con lic and
compe i ion be ween eams (pe soni ied in Viola 's
i s boy iend and Duke, his oomma e) leads o
iolence and e en physical agg ession.
Finally, O side (O side, I an, 2006) is a ilm by Ja a
Panahi denouncing he law since he Islamic
e olu ion o 1979 p e en ed women om en e ing a
s adium as spec a o s. Like he es o his ilms, he
s uggle o eedom and denouncing he ep ession o
i s people in gene al and women in pa icula is he
basis o he a gumen . In O side las ma ch o he
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48
championship which was held in Ge many in 2006 is
celeb a ed. Despi e censo ship and he p oblems
su e ed in I an bo h du ing ilming and a he ime o
i s elease, won he Sil e Bea a he Be lin Film
Fes i al. The ilm ells how some young I anians ejec
disc imina o y laws and d ess up as men o en e he
s adium o wa ch he na ional eam du ing quali ying
o he decide in a Wo ld Cup. A ew a e de ained
un il he inal whis le. Young soldie s in mili a y
se ice o he cus odian do no escape, and among he
soldie s (especially he head) and he gi ls a dialogue
ha is he basis o he a gumen akes place.
The one o his ilm is iendly, small d ama ic
momen s mixed wi h aces o comedy (Panahi
wan ed he ilm o be ma ke ed ou side he coun y),
al hough i is a lack o igh s, machismo and
pa e nalism idiculous o he wes e n look.
As no ed elsewhe e (Go dillo, 2010), Panahi makes a
snapsho o I anian socie y ha goes beyond oo ball
and c i icism, by an absu d si ua ion, sexis adicalism
o his coun y. And i does s and a he bo de
be ween eali y and ic ion. "The ilm is cons uc ed
like a documen a y in which I inse ed cha ac e s. The
places, he e en s, he cha ac e s a e eal and
igu a i e. So I decided no o use p o essional ac o s,
o a oid eeling ic ion, “ he di ec o said in in e iews
in connec ion wi h he awa d o Be lin.
In his case he ilm - co al - cha ac e is led by a g oup
o gi ls and se e al soldie s o ganized a ound a cha ge.
Gi ls, al hough hey wo k oge he ha e e y di e en
cha ac e is ics included. Almos all a e oo ball ans
bu one ha goes o he s adium as a ibu e o a iend
who died in a ma ch held in 2005 on he occasion o
he mee ing be ween Japan and I an in he quali ie s
o he Wo ld Cup 2006. Some a e shy and demu e,
o he b a e and sassy, bu all ha e in common a e
hei ebellion and disobedience o an absu d law ha
no one can a gue logically.
Among he messages o he ilm highligh he dialogue
be ween mili a y o ice and one o he gi ls:
- Why women canno come in and si wi h men?
- Women canno si wi h men in he s adium
- So why Japanese can see he Japan - I an ma ch he e ?
- They a e Japanese
- So my p oblem is I'm I anian? I I we e Japanese I
can wa ch he game?
- They do no unde s and ou language. I people
shou ing and insul s do no unde s and hem.
- Then he insul s a e he p oblem?
- No, no all. A man and a woman canno si oge he
- Why hey can in he cinema o hea e ?
- I 's di e en
- Why is i di e en ? I is also da k
- In Tab iz women canno si wi h men in ilm
- Yes hey can. I' e done i mysel (...)
- They we e o go wi h hei amilies.
- So i we come wi h ou siblings o pa en s would le
us in?
- No, I'm no he boss.
Al hough he spo ligh alls on he gi ls, he e a e
o he cha ac e s ha ep esen a ious social sec o s.
On one side a e he young guys who come o he pa y
( he same age as he mili a y). They ha e used help - i
gi ls. The o he an old man who sea ches despe a ely
o he daugh e , inciden ally ecognizes a e ained
gi ls who wan o ake home o de end he hono o
his a he . This cha ac e ep esen s he iew o
adi ion and machismo o he I anian social sys em.
I he way o li e a decisi e oo ball ma ch is he same
in e e y cul u e, wi h shou s, chan s and g oup
eelings and winning almos "he d", exace ba ed
eelings and iden i ica ion wi h symbols -which
Panahi shows us wi h his ilm is un ai disc imina ion
agains women, o conside alien and in usi e in such
spo ing e en s.
So in his mo ie he con ex is ma ked by a si ua ion o
social injus ice and inequali y, whe e oo ball becomes
he me onymic elemen ha se es as an excuse o he
complain . Spo is jus he backg ound ha allows
de eloping s ongly and clea inequali y in ce ain
coun ies. Thus, oo ball becomes a key alue o he
con ol o social igh s ha enable lea ning and he
de elopmen o pe sonal and in e pe sonal alues.
TABLE 1: STEREOTYPES, VALUES AND DISVALUES
S e eo ypes
Values
Dis alues
Bend I
Like
Beckham
Some spo s
a e only o
boys
Behind e o cou age
and pe se e ance in
he igh o d eams
and he alue o
iendship (28%)
Pe sonal and social
ejec ion is ea ed
in amily and
neighbo hood
con ex s (41%)
She's
he
Man
Gende
spo s is
de e mina ed
by cul u e
E o , commi men ,
collabo a ion and
solida i y among
eamma es, i al y,
con lic and
compe i ion be ween
eams (42%)
Use o lies o he
pu pose, iolence
and e en physical
agg ession (27%)
O side
Gi ls who
likes oo ball
is a man
S uggle o eedom
and denouncing he
ep ession, iendly
(30%)
Exace ba ed eelings
and iden i ica ion
wi h symbols, social
injus ice and
inequali y (32%)
In e na ional Jou nal o Sociology S udy Volume 2, 2014 www.seipub.o g/ijss
49
The abo e Table summa izes he con ibu ions o each
ilms analyzed in ela ion o he alues and dis alues
de eloping.
Conclusions
S e eo ypes and p ejudice ha e led o yea s o
associa e spo s like boys socce ac ion uni e ses. This
sexis and un ai a i ude is so widesp ead ha e en in
socially ilm se e al cases whe e women claim hei
space and should "pay" o i appea . In selec ing he
co pus o analysis which ha e been chosen h ee ilms
claim he igh s o women in h ee e y di e en a eas:
- Pe sonal scope (She's he Man)
- Cul u al Scope (Bend I Like Beckham)
- Social Domain (O side)
All o hem highligh he inequali ies be ween men
and women because o ba ie s (pe sonal, cul u al o
social) in g ass oo s spo (bo h in p ac ice and in
ollow-up). Howe e , all h ee ilms show he lack o
logical and alid a gumen s ha se e o main ain
p ejudice and disc imina ion agains women. Thus,
iewing and e lec ion o hese h ee ilms allow he
s eng hening o he igh s o equali y be ween men
and women in ela ion o p ac ice and lo e o he
spo .
In e lec ing on he ilms a ec s he awa eness o
gende s e eo ypes and p ejudices as a s a egy o
b idge he inequali y o oppo uni y be ween men and
women, e- nego ia ing he concep o masculini y and
eminini y linked o spo and he alue o compe i ion
/ coope a ion and ambi ion o disassocia e he gen e.
Compe e, coope a e, ambi ion... a e ac ions o in e es
ha should anscend gende .
The analysis and he wo k o hese ilms in he
class oom can p omo e he exchange o ideas and
sha ed en ichmen . All wi h he pu pose o helping
undoub edly he quali ica ion o a pe sonal iden i y
bu also in he cons uc ion o accep able o e e yone
g oup and social iden i y (Nya and Ka i i, 2013). We
know ha his is a (psychological) unc ion we should
expec om he ilm medium: o acili a e
communica i e in e ac ion, which is he p elude o
main ain (and sus ain) a c i ical and c ea i e a i ude
and can help in he wo k o e lec ion and analysis o
in e pe sonal alues desi able, bu hese a e linked o
associa ed wi h any social gende . The ilm,
con enien ly used, can help b eak down p ejudices
and ha i is managed p ope ly and wo king wi h
cul u al di e si y.
This wo k is impo an and ep esen s an ad ance in
educa ion science by p oposing a wo king ool o
eache s who in end o each alues o hei s uden s
h ough he con on a ion o s e eo ypes and
p ejudices con ained in he p oduc s eleased by
indus y ilm.
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Al onso Ja ie Ga cía González, PhD in
Psychology, is a Senio Resea che / w i e /
academic/ wi h o e 13 yea s expe ience in
he Social Psychology and Educa ion sec o .
His p ima y a eas o in e es a e ocused on
s udy abou wha a e he quali y li e
indica o s in elde ly people who a e a he Uni e si y. His
esea ch eco d includes bo h quan i a i e and quali a i e
wo k and spans a ange o applied and academic wo k. He
has subs an i e expe ience in p ojec managemen and
esea ch p og ammes.
Phd. Ga cía has a keen in e es in Educa ion p ocess in
elde ly people. He holds a Mas e ’s Deg ee in Communi a y
Educa ion om he Uni e si y o Se ille in Spain. He has
comple ed an Eu opean doc o al deg ee a Uni e si y o
Se ille, on quali y li e in elde ly people.
T inidad Núñez Domínguez, PhD in Psychology, is a
P o esso o Social Psychology A ea wi h
wen y-nine yea s o eaching expe ience
Uni e si y. He has pa icipa ed in nea ly
a dozen p ojec s, bo h na ional and
Eu opean compe i i e esea ch, keeping
a eas o in e es as he s udy o he
means o communica ion, socializa ion,
and gende bias. In 2013 she won wo signi ican awa ds:
The Me idiana Awa d o ini ia i es ha p omo e he alue
o equali y in you h and XX Ca men P ize Bu gos eminis
disclosu e, g an ing he Uni e si y o Málaga (Andalusia)
o hei opinion a icles in he p ess.
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