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The aims of our project are as follows:

In educational contexts:

• To explore how language in FGM classes affects language used by the children themselves when talking about FGM and the attitudes of the children towards FGM
• To explore how this impacts on the ways in which children talk to their parents and guardians about FGM

In other forms of communication including campaign materials:

• To identify potential issues in translation
• To explore the impacts that different linguistic formulations and visual images relating to FGM have on readers, listeners and viewers
• To identify language that best engages men and boys

And ultimately:

• To produce evidence-based guidance on the language that is appropriate and acceptable for use in FGM-related educational and campaign materials and communication.

How can the language we use to discuss and describe FGM in schools and community settings affect how we think and feel about it?

In FGM research, there has been an increasing recognition of the importance of using language that lands well with its recipients (Bedri & Bradley, 2017; Choudhary, Mishori, and Kim, 2019; Dixon et al., 2021; i Mestre and Johnsdotter, 2019). However, no studies to date have explored the language that is used in educational settings and campaigns relating to FGM, and the impact that it has on recipients. This is important because the linguistic choices we make in crafting messaging in relation to sensitive issues such as FGM can have powerful consequences for audience interpretations and subsequent actions. Well-chosen language, which is accessible and acceptable to the recipients has been shown to promote agency and empowerment (Mashford et al, 2011), which allows them to make informed decisions and take appropriate actions (Lindacher, et al, 2018).

Our project is exploring this through a combination of approaches, including observations, interviews, surveys and analysis of existing materials. These are informed at all stages by the expertise of our project partners. We are focussing on the impact that language has on school children, its knock-on effect on parents/guardians and members of the affected communities (including men and boys), within and across generations, and its use in translated materials. Our aim is to determine how we might improve the type of language used in these settings to raise greater awareness of the issue, and to empower those at risk to seek help.

Principal Investigator: Professor Jeannette Littlemore

Co-Investigator: Professor Heather Flowe

Co-Investigator: Professor Julie Taylor

Co-Investigator: Professor Laura Jones

Research Fellow - Dr Susan Waigwa

Project Officer - Emma Hough

Grassroots organisations working within FGM-affected communities in the West Midlands, some of which are run by survivors of FGM:

• Care for Women and Girls
  
  

Organisations that develop and deliver educational and campaign materials:

Educational providers

Other key stakeholders

• Littlemore, J. and Waigwa, S. (2023). Evidence submitted to the UK Parliament Women and Equalities Committee inquiry into so-called honour-based abuse.
  
  
• Clark, M., Littlemore, J., Debelle, G., Taylor, J. (2022). Exploring child abuse linked to faith or belief (CALFB): diversity and debate, Nursing Children and Young People.

• New project launched to explore communication about FGM in the West Midlands