An Investigation of the Barriers Experienced by Female Muslim ESOL Learners whilst being in Education

This research investigates barriers experienced by female Muslim ESOL learners (of Pakistani, Bangladeshi, Arab and Somali heritage) in full-time education, linked to a Further Education (FE) institution situated in England (UK). The case study draws on perceptions of sixteen ESOL learners and ten ESOL teachers. Through a grounded theory approach, a feminist lens is employed to gather qualitative data around the barriers experienced and support available to the learners. In turn research diaries illustrate learner experiences, highlighting significant elements that impede education. ESOL teachers also provided illustrations of barriers to education encountered by the women.
The findings reveal that the gendered roles of learners are shaped through patriarchal family expectations. Learners adapt their lifestyles to manage time, and juggle responsibilities to attend ESOL classes in order to gain independence and control of their lives. The research concludes that the disparate but intersecting barriers experienced by the women reflect overlapping notions of coercion, control and relations of power that impact their identities. An intersectional framework is adopted to capture the emergent themes linked to relationships, expectations and forms of problematic communication inherent in those barriers.
The research presents a novel contribution through the mobilisation of an intersectional framework that empowers the voice of Muslim women navigating a path through life, home and education. Recommendations are provided so that learners can be better supported in managing the obstacles they encounter to achieve their educational aspirations.