Learning Performatively for Research with Marginalized Populations: Developing Informed Consent with LESLLA Learners

Abstract

This paper is concerned with the process of generating informed consent from potential participants who have limited experience of formal education (LESLLA learners) and therefore limited background knowledge of an abstract, culturally-situated concept such as research. We argue that initial efforts to inform these marginalized and vulnerable populations need sharper focus as both these prospective participants and the researchers working with them may not fully appreciate the complex dynamics of researching with each other. Hence, we propose a performative approach to generate awareness and relationships among the researcher and prospective participants. Here, we describe the new materialist performative approach to introduce LESLLA learners to research dynamics through a board game designed to familiarize potential participants with interview situations, while also creating space for considering the agencies of other entities within the research process.