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<p>Ethical tensions arise in qualitative social research in many respects, not least in research with groups that are considered vulnerable. In this article, we focus on these tensions in research with parents with learning difficulties, a&#xa0;group whose living conditions can be reconstructed as (potentially) vulnerable due to the interplay of a&#xa0;variety of different factors. The ethical tensions between the consideration of disability as a&#xa0;vulnerability of parents with learning difficulties in research and the simultaneous avoidance of their vulnerabilisation through research are at the centre of our article. Based on existing theory and literature, we outline vulnerability in general and the vulnerability of parents with learning difficulties in particular, as well as ethical issues in research with this group. Then, we present empirical reflections on our research practice with parents with learning difficulties, drawing from two qualitative studies that we conducted. Our findings indicate three key ethical areas of tension in the research process between the consideration of disability as vulnerability and the danger of vulnerabilisation through a&#xa0;generalising risk perspective. In our conclusion, we emphasise a&#xa0;self-reflective approach as researchers, which allows for the equal consideration of the potentials and risks regarding (created) vulnerability/vulnerabilities.</p>

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Ethische Spannungsfelder in der Forschung mit Eltern mit Lernschwierigkeiten: Behinderung zwischen Vulnerabilität und Vulnerabilisierung

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  • 出版模式：

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  • 发表日期：

    2025年9月15日

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  • Rahel More,
  • Miriam Düber

摘要

Ethical tensions arise in qualitative social research in many respects, not least in research with groups that are considered vulnerable. In this article, we focus on these tensions in research with parents with learning difficulties, a group whose living conditions can be reconstructed as (potentially) vulnerable due to the interplay of a variety of different factors. The ethical tensions between the consideration of disability as a vulnerability of parents with learning difficulties in research and the simultaneous avoidance of their vulnerabilisation through research are at the centre of our article. Based on existing theory and literature, we outline vulnerability in general and the vulnerability of parents with learning difficulties in particular, as well as ethical issues in research with this group. Then, we present empirical reflections on our research practice with parents with learning difficulties, drawing from two qualitative studies that we conducted. Our findings indicate three key ethical areas of tension in the research process between the consideration of disability as vulnerability and the danger of vulnerabilisation through a generalising risk perspective. In our conclusion, we emphasise a self-reflective approach as researchers, which allows for the equal consideration of the potentials and risks regarding (created) vulnerability/vulnerabilities.