Teachers’ intersecting identities of culture, ethnicity, religion and gender when addressing awareness of forced marriage in the classroom, in London, England: A case study of five teachers

Abstract

The UK (Westminster) government first legislated on forced marriage (FM) through the Forced Marriage (Civil Protection) Act 2007. Domestic abuse suffered before, during and after a FM was captured more recently through the implementation of the Domestic Abuse Act 2021, which built upon the concept of coercive abuse. In 2009, the UK (Westminster) government indicated that schools should play a role in the detection and prevention of FM. This paper investigates the perceptions and experiences of five South London teachers on FM, by focusing upon qualitative research through semi-structured interviews. This study was conceptualised and theorised within a feminist post-structural framework. The research drew upon intersectionality to capture how teachers constructed and negotiated their identities. The findings revealed that these teachers constructed FM as a racial and gendered issue and performed multiple identities. This paper highlighted how teachers require training and a safe space to untangle their perceptions regarding FM.

What can curriculum contribute to preventing forced marriage?

“…One teacher felt compelled to 'teach in a very fire and brimstone way' and suggested the government showed little trust in teachers' capacity to develop their own forced marriage materials. Similarly, in one of few existing studies on forced marriage and education in England, Khan (2023) unearthed teachers' concerns about how to provide nuanced perspectives on forced marriage, while also ensuring their lesson content aligned with rigid education policies.…”