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Analyzing and Teaching Di e si y and Gende wi h a Case S udy
Núñez, M.T.
Ga cía, A.J.
Social Psychology Depa men
Uni e si y o Se ille
Se illa, Spain.
Abs ac
Unde line 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. 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. Ha ing his budge heading, we conside gauge
he alue o gende di e si y in spo and o e 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.
Keywo ds: Spo , Cinema, Gende , Di e si y Managemen
In oduc ion: Budge s S a ing
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 es 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, p o ided ha con ibu es e y
e ec i ely, human and social de elopmen . In 2008, he Audio isual Council o Andalusia b ings ou a s udy ha
highligh s 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 ou e lec ion. 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.
1.1. In e pe sonal and Social Values, A gumen s o Communi y Change
1.1.1. 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 aging, 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) ca alogs alues epo ed in he li e a u e should be made speci ic
p oposals o ac ion. F om he look we wan ed o p opose a decalogue o alues di ided in o h ee block: 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.
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In e pe sonal alues:
• Respec o he elde ly. P es ige p o essionals 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.
• lend 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 a e: 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.
1.1.2. 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 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 o he con ex o in e - g oup ela ions. Usually 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 ha 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 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 a speci ic o mula ions ha legal ideas.
1.2. Gende and Spo . S e eo ype P ejudice
Al hough no explici ly conside ed so wished, he spo has been an ac i i y in ima ely ied o he male gende ;
ha is s e eo ypically been conside ed "s ong." This has 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 can clea ly see ha he e a e p ejudicial
s e eo ype backg ound and en ails 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 ".
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Wo ds a e blun Gonzales and Fe nandez (2009, p.128), s a ing ha he spo is implici beha io s and
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 ed unequally
boys and gi ls: a leas hey a e equi ed.
Following hese lines o analy ical e lec ion, seem ele an da a p o ided by he Fede a ion o P og essi e
Women (2008). Fo example 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 which women in
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).
1.3. The Film and i s Educa ional Impo ance
Fo some ime i was conside ed he cinema as he ul ima e o m o escape om eali y. Howe e , many people
now conside him as a wi ness in he wo ld and, in his sense, becomes 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 alk
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...).
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 he Case S udy as a Wo king Me hodology
1. 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
how 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 h ough 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 does no ep esen a
sample om a popula ion which can 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 (wha has 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 become
ins umen s which cause analysis and e lec ion because h ough hem is ake a " piece o eali y " o b ing o he
class oom e e yday si ua ions.
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Asopa and Be e (2001) de ine 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 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.
2. S udying Gende Values h ough Film
P opose is s udy o h ee cases co espond 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? Well 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. People. 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 Th 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 in all h ee
cases. Each ilm o ganizes he plo elemen s om cha ac e s in his ca ee , se ed 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.
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 s udy Jess always o ma y an Indian guy and is a pe ec housewi e. Nei he his pa en s no his sis e Jess
unde s and 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. I 's a sma , s udious, espec ul and obedien olde gi l, bu he likes o play oo ball. And i 's
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 you 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 does no ag ee. Among Indian adi ions 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 ha 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 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 "
" Wha 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 [ o illa ] ? "
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He e en opposing 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 eplied 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 when she con esses ha in he Indian adi ion he gi ls should no play oo ball, a ellow
eam quali ies ou da ed ha adi ion. Bu Jules ep oaches, saying, " I is no only some hing Indian. How many
people suppo us o us? "
Jules belonging o an English amily should accep he young spo . Howe e , he mo he is ex emely 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 does no ha e 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 weigh o any adi ion o eligion, has a s e eo yped iew o Indian cul u e and a he i s sign,
misin e p e s he iendship be ween he wo gi ls, g ea ly disliking 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 i is much mo e dialogue and unde s anding han he mo he . O en discussed ma iage by 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 i unde s ands ha i is e y good, and ha is se ious
abou he spo . Since hen 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. No ag ee ha ela es emo ionally wi h coach - a leas when whole - al hough his
unde s anding and ole an cha ac e and hei abili y o lis en o hei daugh e s, le s you play c icke wi h he
guy, jus he end o he ilm.
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 a he go ou wi h boys. Pimky is shallow and li a ious, easily compe es wi h
he iends o any li le hing 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 disobeys his pa en s and lying o ha e sex wi h he boy iend, no doub
be aying Jess jeopa dized when c ea ing you wedding. Thei p ejudices spo a e simila o o he conside ing
ha he iends o Jesus a e a " dyke." Howe e , a o he imes 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 a e 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
lea n 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. I 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 es ollowing he Indian adi ion.

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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 e y in e es ing spo in ela ion o he s a us o gende and e hnici y. In he a icle i led
" Espo , 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.
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 has 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 ilm's 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 can no 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 come a y,
women in he ilm do well. The mo he o he p o agonis , o example, only conce ned ha he daugh e looks a
cheesy and pompous d ess 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.
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 e na ional Jou nal o Humani ies and Social Science Vol. 4, No. 7; May 2014
76
In O side las ma ch o he championship which was held in Ge many in 2006 is celeb a ed. 's Film, 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 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 including. 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 hei ebellion and disobedience o an absu d law ha no one can a gue
logically.
Among he messages o he ilm highligh s he dialogue be ween mili a y o ice and one o he gi ls:
- Why women can no come in and si wi h men?
- Women can no 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 can no 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 can no 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.
© Cen e o P omo ing Ideas, USA www.ijhssne .com
77
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 ha e been chosen h ee ilms claiming 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 s 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. 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.
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