Speaker
Dr. Kulsoom Yusuf Pridmore, Senior Lecturer and Programme Leader at the University of Derby, UK.
Title of keynote
Shattering the Silence: Unveiling Education’s Power in Preventing Honour-Based Abuse in England – Perspectives from Key Experts.
Bio
Kulsoom Yusuf Pridmore is a passionate advocate and leader in the field of gender-based violence prevention and survivor empowerment. She currently serves as Senior Lecturer and Programme Leader at the University of Derby, where she has contributed as an educator since 2012.
Motivated by her dedication to social justice, Kulsoom has undertaken extensive research exploring honor-based abuse (HBA) and the role of education in prevention and intervention.
Kulsoom has presented her research findings at conferences on gender studies, equity in education, and safeguarding. She is driven to promote inclusion, diversity, and widened participation across educational institutions and communities.
Outside of academia, Kulsoom volunteers her expertise to spur meaningful change through awareness, training, and policy guidance. She serves as a Trustee for Iranian and Kurdish Women’s Rights Organisation (IKWRO) and has chaired the Board of Directors for Karma Nirvana. Additionally, Kulsoom advises the Rochdale Council HBA safeguarding board as Deputy Chair and sits on their task force developing and delivering training for frontline workers across Greater Manchester. She also works closely with Greater Manchester Police as an expert advisor on their HBA policy review.
Through her multifaceted research, advocacy and community collaboration, Kulsoom is deeply committed to creating institutional change to better serve vulnerable populations and empower survivors.
Abstract
Honour-based abuse (HBA) poses a pervasive and catastrophic threat, primarily affecting women and girls, yet often remains undetected. This study aims to fill a research gap by investigating the role of education in preventing HBA in England, promoting inclusive education, and addressing women’s rights, human rights, and gender equity.
Through a qualitative approach underpinned by a feminist theoretical framework, this research engaged key experts in exploring the cross-cultural and contested nature of HBA, its contributing factors, implications for policy, and the potential of education in HBA prevention. A diverse range of participants, including activists, politicians, civil servants, academic experts, Crown Prosecution Service staff, and senior police officers, provided their perspectives through semi-structured interviews conducted over an eight-month period.
The interview data was analysed using NVivo, revealing five key themes. The first theme elucidated the definitions, practices, and elements influencing HBA. The second theme examined the origins and perpetuations of HBA, including cultural practices, trigger factors, and the impact of gender and patriarchy. The third theme focused on identifying perpetrators and victims, shedding light on their dynamics. The fourth theme provided insights into the participants’ backgrounds, roles, and responsibilities, contributing to a nuanced understanding. The fifth theme explored potential solutions to HBA, emphasising the eradication strategies and the roles of education and government organisations in prevention.
Despite efforts by the Government through community initiatives and statutory education, the impact of these initiatives on HBA remains limited due to various challenges. These include the need for effective teacher training, improved community literacy on HBA, addressing race relations within migrant communities, overcoming funding constraints, and recognising the intersecting dimensions of HBA experiences.
This research generates fresh insights into the significance of education in preventing HBA in England. By drawing on the perspectives of key experts, it informs policies and initiatives, highlighting the urgency of inclusive education to tackle HBA and promote fundamental human rights.