This article draws on research with a group of refugee women who attend English for speakers of other languages (ESOL) classes at a community center in London. It considers the role education can play in their social integration processes, employing an approach that has been developed from feminist notions of empowerment and social practice theories of literacy and language use. It suggests that an exploration of factors that regulate their opportunities to access resources, expand agency, and experience opportunities they value from a gendered perspective is crucial for understanding how to provide more suitable avenues for refugee women’s social integration in the United Kingdom.

DOI: 10.1080/10564934.2017.1341290
ISSN: 1056-4934