Verbesserung der ethischen Forschungsbeteiligung und Inklusion von marginalisierten erwachsenen Lernenden mit Migrationshintergrund: die Perspektive einer Nachwuchsforscherin
DOI:
https://doi.org/10.17169/fqs-24.3.4100Schlagworte:
erwachsene Lernende mit Migrationshintergrund, Forschungsethik, Informierte Einwilligung, LESLLA, Reflexivität, ReziprozitätAbstract
Mit diesem Artikel möchte ich das Bewusstsein dafür schärfen, dass erwachsene Lernende mit Migrationshintergrund und geringer Bildungserfahrung, sogenannte LESLLA [literacy education and second language learning for adults]-Lernende, in der Bildungs-, Sprach- und Alphabetisierungsforschung unterrepräsentiert sind. Da sich die meisten Forschenden bisher auf gebildete erwachsene Zweitsprachenlerner*innen konzentriert haben, standen LESLLA-Lerner*innen auch nicht im Mittelpunkt der ethischen Forschungsdiskussion. Ausgehend von meinen eigenen Erfahrungen als Nachwuchsforscherin reflektiere ich ausgewählte ethische Dilemmata, auf die ich gestoßen bin und konzentriere mich dabei auf die Verfahren der informierten Einwilligung und der Reziprozität. Ich werde erörtern, wie die vorherrschenden Fragen die Teilnahme beeinflussen und somit die Unterrepräsentation von LESLLA-Lernenden aufrechterhalten können. Durch kontextualisierte Überlegungen zur sog. Verfahrensethik und Ethik in der Praxis hoffe ich, eine Diskussion über interdisziplinäre Lösungen zur Verbesserung der Forschungsbeteiligung und der Einbeziehung marginalisierter erwachsener Zweitsprachenlerner*innen mit Migrationshintergrund und begrenzter Bildungserfahrung anzuregen, was wiederum die Reflexivität und Integrität qualitativer Forschung und Forschender stärkt.
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