Dual identity, conflict, and education: An exploration of the lived experience of social relationships of young British Muslim women who attend British universities
Franz, A., Hunt, M. and Nigbur, D. 2020. Dual identity, conflict, and education: An exploration of the lived experience of social relationships of young British Muslim women who attend British universities. Social Identities. 27 (3), pp. 342-358. https://doi.org/10.1080/13504630.2020.1828053
|Authors||Franz, A., Hunt, M. and Nigbur, D.|
Previous research concerned with British Muslim women has explored a range of important issues. However, what is missing is research exploring the lived everyday social experiences, including the unique nature of identity formation in British Muslims. This qualitative study tried to address this gap.
Five female British Muslims were interviewed, and their interviews analysed using an interpretative phenomenological approach. Three key themes emerged from the data: Constructing identity, Experiencing prejudice in interactions, and Educating oneself and others.
The findings demonstrate the complex nature of being a British Muslim woman, the impact of discrimination from various sources and the gendered nature of these experiences. It also highlights the active nature of identity formation, which occurs within and relates to a particular setting and particular experiences. Implications and future research are discussed.
|Keywords||British Muslim women ; Minorities; Lived identity; Lived experience; Dual identity; Qualitative research|
|Journal citation||27 (3), pp. 342-358|
|Publisher||Taylor & Francis|
|Digital Object Identifier (DOI)||https://doi.org/10.1080/13504630.2020.1828053|
|Online||12 Oct 2020|
|Publication process dates|
|Accepted||21 Sep 2020|
|Deposited||15 Oct 2020|
|Accepted author manuscript|
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