Muslim minority women in Western Thrace: any room for transformative learning?

The purpose of this paper is to gain meaningful insights in the learning background, experiences and potential of Muslim minority women in Western Thrace.

Qualitative data were obtained through 12 semi-structured interviews, which underwent a three-level qualitative analysis, following the “grounded theory” methodology.

It was depicted that Muslim minority women in Western Thrace are susceptible to patriarchal gender norms governed by stereotypes that restrict women to reproductive and caring roles and deprive them of the fundamental human right to education. Although the data suggest that learning in adulthood evidently bears some transformative dynamic, the limited adult learning experiences of some interviewees in this study are far from accounting for any substantial transformation at the personal or community level.

Subjectivity, biased responses and a limited sample are among research limitations, impeding the generalization of the results and calling for further investigation.

The originality of the study stems from providing a difficult to reach sample of underprivileged women with the opportunity to express their views and perceptions as regards education and learning, drawing on the identification of specific areas for potential interventions in order to transform their lives and communities.