BHS 330 Topic 1 Cultural Competence Movie Critique
Artistic capability Movie notice
The movie, Bend It Like Beckham, follows two teenage girls who have a common love of football (soccer) and could see it as a profession latterly on. One of the main characters, Jesminder( Jess), idolizes David Beckham and when Juliette( Jules) discovers her natural gift in the demesne, she offers her to try for the original women’s platoon she plays on. While Jess has this love to play the game, her traditional Punjabi family isn’t for it. On the other side, Jules has a mama who wants her to be more woman like and not as involved with football as she formerly is. Both Jess and Jules have a secret love for their trainer, Joe, who throughout the movie helps with the obstacles that they face. Despite Jess ’ family being against the idea of football, Jess continues to play in secretiveness until the end where her father, who faced demarcation when wanting to play sports growing up, feeds into letting Jess pursue her dreams and take on the occasion of the education she entered.
BHS 330 Topic 1 Cultural Competence Movie Critique
Ethnical Groups
In this film, there are two predominant ethnical groups that are displayed. Jess’ family is from the Punjab culture living in London amongst numerous traditional English people like her friend Jules. In their culture you can see they’ve strict artistic values, don’t want anything to do with soccer, and have strong ties about going to academy and learning the culture as a whole. It was stated by one of the parents that, “. Children are a chart of their parents” (Chada, 2002,). The family ties are clear along with their religious values as they’ve filmland and relate to their god in numerous cases. There’s a family gathering that occurs due to Jess ’ family getting wedded, with traditional Punjabi apparel being worn and language exchange as well. Jules traditional English culture is displayed through the finer effects of their house and clothes, the overall support system, and the desire her mama has to find a boy for her son. Their language exchange as well is easily an English shoptalk, with no egregious religious signs unlike Jess’ family.
BHS 330 Topic 1 Cultural Competence Movie Critique
Collectivism and Individualism
The difference between individualistic and collaborative artistic values is how they are formed. The values of an individualistic, “ consists of those actions, stations, and cognitions which are unique to specific individualities ”( Hays & Erford, 2018). For collaborative artistic values it, “ involves the characteristics participated by a artistic group or group” ( Hays & Erford, 2018). The values that one obtains can come from either an individualistic or artistic point of view, but can also be used together. An individualistic perspective influences behavioral health as one can come narrow- inclined, in a sense, to their own values that can beget the influence of outside factors to be closed out. In another sense, it can help for someone working with a customer who they know has a more individualistic perspective to be suitable to approach them else in knowing that. Collaborative artistic values take into account the factors within a more outside and societal perspective. When one makes opinions still, both the individualistic and the collaborative perspective can have influence. The nonconformist artistic values place the person as the subject and the studies stem from them tête-à-tête, whereas a collaborative takes into account the “we” as a united total.
Individualistic perspectives in this movie can be displayed through Jess. Jess, who is raised in a traditional Punjabi family, faces difficulty when she has opposing views regarding playing soccer. She thinks that it’s a great idea and this is her dream for her future, while her parents differ. Collectivism still can be seen through the family culture overall in Jess’ life. Jess mentions numerous times that her family is getting wedded and it’s a clear influence on the opinions that she makes that would add to this stress from the marriage. There were also scenes with numerous family members around, gathering for the medication of the marriage and the marriage itself.
BHS 330 Topic 1 Cultural Competence Movie Critique
Prejudice, Generalizing, Stereotyping, and Demarcation
While the terms prejudice, generalizing, overusing, and demarcation can relate in some way, they’re different. Prejudice can be defined as, “. the unseasonable holding of a belief or station without applicable examination or consideration of factual data ”( Hays & Erford, 2018). Discrimnation are generally acts or actions that stem from these prejudice beliefs. Conceptions are fixed, generalized images of certain groups of people. Incipiently, generalizing is an overarching study or statement about utmost effects, or people as a whole. Each of these terms can be analogous in environment, but used in a variety of situations. These terms should impact a paraprofessional by making them more apprehensive that these can come up when working with a customer.
A customer may partake that they’ve unfortunately endured any of these terms in their lives, and a paraprofessional should be sensitive to this. A paraprofessional also needs to make sure that they avoid using these terms or falling into the use of these words when working with a customer. There are multiple scenes in the movie that particularly displays demarcation and generalizing, but a many stood out and were clear exemplifications of this. There’s a point in the movie where Jess meets Jules’ mama. When interacting with Jules’ mama, she proceeds to ask Jess if her name is Indian once she introduces herself( Chada, 2002, 03812), as well as assumes that her parents are at home fixing up a marriage or relationship with someone( Chada, 2002, 03849).
These two statements can be seen as generalizing, as Jules ’ mama assumes that all people in Punjab culture have this life plan of an arranged marriage. Demarcation can be seen particularly in respects to Jess ’ culture. From the morning Joe stated, “I’ve no way seen an Indian girl into football” (Chada, 2002, 01409). This shows culturally that it isn’t generally seen to have someone who’s Indian be into the sport, and latterly we learn that Jess’ father endured demarcation when he himself began to play sports. One of the after scenes demonstrates demarcation when the adjudicator refers to Jess as a Paki.
Conclusion
This film handed numerous exemplifications of how culture can tie into reality. It’s clear as well that this isn’t the only movie that displays these acts, as the list handed was expansive. While assaying this movie in a deeper sense, there can be recognition of artistic differences, and specifically demarcation and generalizing. When one originally watches the movie, these differences can be outwardly seen, but formerly completely diving into it more becomes exposed. This movie was a great demonstration of the artistic aspects that can be applied to everyday sense of life.
References
Hays,D.G., & Erford,B.T.( 2018). Developing multilateral comforting capability A systems approach, 3/ e( 3rd ed.). Pearson Education.
Chada,G.( Director).( 2002). Bend It Like Beckham( Film). Kintop Pictures.
