Enhancing Ethical Research Participation and Inclusion of Marginalized Adult Migrant Learners: An Early Career Researcher's Perspective
DOI:
https://doi.org/10.17169/fqs-24.3.4100Keywords:
adult migrant learner, informed consent, LESLLA, reciprocity, reflexivity, qualitative research ethicsAbstract
With this article I aim to raise awareness of the underrepresentation of adult migrant learners with limited educational experience, so-called LESLLA (literacy education and second language learning for adults) learners, in education, language, and literacy studies. As most researchers have so far concentrated on educated adult second language learners, LESLLA learners have not been the focus of ethical research discussions. Based on my own experience as an early career researcher, I reflect on selected ethical dilemmas I encountered, focusing on informed consent procedures and reciprocity to discuss how prevailing issues can affect participation and thus sustain underrepresentation of LESLLA learners. By providing contextualized reflections on procedural ethics and ethics-in-practice, I hope to generate discussions on solutions to enhance research participation and inclusion of marginalized adult migrant second language learners with limited educational experience, in turn strengthening reflexivity and integrity of qualitative research(ers).
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