Bend It Like Beckman, is a film that illustrates many essential points that were presented in the article, Popular Media, Education and Resistance by Stack and Kelly. This film can be presented a useful tool for educators in getting students to recognize that it is important to be critical when immersed with the media. The media represents specific narratives and imposed representations which shift individuals perspectives on how they believe they should act (Wholwend, 2009).
Many everyday acts of resistance go unnoticed and unreported by the mainstream media (Stack & Kelly, 2006), while in this particular film, there were many times where the protagonist resisted imposed representations through factors of gender, sexuality, and ethnicity. Stereotype threats can takes up unnecessary space in the minds of many girls who play sports (Hall & Oglesby, 2016). In Jes’ and Jule’s case, they resisted these stereotype threats by continuing to pursue their passion for football. Though Jes and Jules have a passion for football, their mothers tried to do what they could to change their daughters perspectives because in their minds, girls should not be playing sports. Both Jules and Jes resisted this representation as they go behind their parents back to continue to play football.
Another way Jes resisted imposed representations was by continuing to play soccer regardless of her culture. Her mother was against her wearing her soccer jersey in front of boys because she does not want her daughter, “running around half naked in front of men.” Just as the title of this film states, we must “bend” the rules in order to resist media portrayals of how we should act and behave. “Marginalized groups invent and circulate oppositional interpretations of their needs and interests, in resistance to the power of dominant groups and institutions whose ideologies are accepted as common sense in the wider public spheres” (Stack and Kelly, 2006, p. 10), just as Jes had done.
Though it was evident that Jes’ family has a tradition of arranged marriages, Jes continued to go against her parent’s wishes and pursued her feelings for a boy on her soccer team. Lastly, Jules’ mother had believed that both Jules and Jes were hiding a secret relationship which she was not accepting of. They each resisted this representation because they continued their friendship regardless of the discrimination they faced by Jules’ mother. This type of discrimination has growing evidence in Western societies which is interesting as Jule’s mother is Caucasian.
Thus, due to the factors of oppression that Jes and Jules resisted, it is important as future educators to act to address inequalities within and outside of the classroom to support the needs of each student (Dei, 2003). Furthermore, this film is useful in getting students to be critical of the imposed representations that society presents us with, and the ways to resist these images regarding factors of gender, sexuality, and ethnicity.
Many everyday acts of resistance go unnoticed and unreported by the mainstream media (Stack & Kelly, 2006), while in this particular film, there were many times where the protagonist resisted imposed representations through factors of gender, sexuality, and ethnicity. Stereotype threats can takes up unnecessary space in the minds of many girls who play sports (Hall & Oglesby, 2016). In Jes’ and Jule’s case, they resisted these stereotype threats by continuing to pursue their passion for football. Though Jes and Jules have a passion for football, their mothers tried to do what they could to change their daughters perspectives because in their minds, girls should not be playing sports. Both Jules and Jes resisted this representation as they go behind their parents back to continue to play football.
Another way Jes resisted imposed representations was by continuing to play soccer regardless of her culture. Her mother was against her wearing her soccer jersey in front of boys because she does not want her daughter, “running around half naked in front of men.” Just as the title of this film states, we must “bend” the rules in order to resist media portrayals of how we should act and behave. “Marginalized groups invent and circulate oppositional interpretations of their needs and interests, in resistance to the power of dominant groups and institutions whose ideologies are accepted as common sense in the wider public spheres” (Stack and Kelly, 2006, p. 10), just as Jes had done.
Though it was evident that Jes’ family has a tradition of arranged marriages, Jes continued to go against her parent’s wishes and pursued her feelings for a boy on her soccer team. Lastly, Jules’ mother had believed that both Jules and Jes were hiding a secret relationship which she was not accepting of. They each resisted this representation because they continued their friendship regardless of the discrimination they faced by Jules’ mother. This type of discrimination has growing evidence in Western societies which is interesting as Jule’s mother is Caucasian.
Thus, due to the factors of oppression that Jes and Jules resisted, it is important as future educators to act to address inequalities within and outside of the classroom to support the needs of each student (Dei, 2003). Furthermore, this film is useful in getting students to be critical of the imposed representations that society presents us with, and the ways to resist these images regarding factors of gender, sexuality, and ethnicity.
References
Brannon, L. (2011). Gender: Psychological perspectives. Boston: Allyn and Bacon.
Dei, G. J. (2003). Communicating across the tracks: Challenges for anti-racist educators in Ontario today. Orbit, 33(3).
Hall, R.L., Oglesby, C.A. (2016). Stepping through the looking glass: The future for women in sport. https://link-springer-
com.subzero.lib.uoguelph.ca/content/pdf/10.1007%2Fs11199-015-0572-z.pdf
Stack, M., & Kelley, D.M. (2006). Popular media, education, and resistance. Canadian Journal of Education, 29(1), 5-26.
Dei, G. J. (2003). Communicating across the tracks: Challenges for anti-racist educators in Ontario today. Orbit, 33(3).
Hall, R.L., Oglesby, C.A. (2016). Stepping through the looking glass: The future for women in sport. https://link-springer-
com.subzero.lib.uoguelph.ca/content/pdf/10.1007%2Fs11199-015-0572-z.pdf
Stack, M., & Kelley, D.M. (2006). Popular media, education, and resistance. Canadian Journal of Education, 29(1), 5-26.