The project “ReNeEd – Research Needs in Education from the perspective of immigrant pedagogic professionals in education” evaluates and systemizes research needs concerning the integration of immigrants from the formal and non-formal education sector of the German education system. The project follows an actor-centered approach, considering these professionals as leading source of information. Further, the research focusses on professionals who have either some form of immigration experience themselves or via their parents. Moreover, the educational qualification may be awarded by German institutions, or by an institution of the country of origin. The paper assumes that analyzing research needs especially from the perspective of educational professionals with an immigration history is an approach not only to point out the gaps of the education system, but also to gain a more differentiated insight into research needs.
The project uses the theory of “Research Utilization" (e.g., Weiss 1980) as a basis to develop more specific questions. Weiss addresses the question on how and to what extent people who work in all kinds of public organizations are influenced by research (cf. Weiss 1980: 396f.). She analyzed the influence of research on these people and the relevance of research on their actions, e.g. decision making, and found out that the perception of trustworthiness and relevance among potential users are the basic and most important conditions for the use of research.
While science traditionally focusses on trustworthiness as a central quality condition, the current societal and political transformations push for an equal focus on relevance (Weiss 1980, Newman, et al. 2016). ReNeEd takes this focus in a twofold manner. Firstly, the research design supports stakeholder participation and generates a complimentary view on, which research may be considered as important. Secondly, the content picks the issue of relevance as central theme and therefor asks professionals in education for their perception on the relevance of existing research (see question 1). In order to understand the concepts of trustworthiness and relevance more deeply the project wants to find out what criteria professionals set up in order to conceive research as relevant and trustworthy (see question 4). Moreover, the project examines, if there are different perspectives on research between professionals from the formal and non-formal education sector, and with regard to the origin country of their qualification (see question 5).
The project focusses on the aspect of integration of immigrants, which has been often discussed as a major task of the education system (e.g. Schachner, et al. 2016). On that basis, two research questions have been determined. The first question investigates on which issues should be examined more closely by research (see question 2). In order to prevent an exclusive focus on problems of integration, the analysis will look explicitly for resources and as well for obstacles of integration about which professionals desire research (see question 3). Against this theoretical background, the following research questions were predefined:
1) To what extent are professionals in education practitioners familiar with existing research, and in how far do they believe it to be relevant?
2) What issues are necessary to be explored via research from their perspective in order to enhance the potential for integration in the educational sector?
3) Which positive resources for and obstacles to integration in the education sector have not yet received sufficient attention from research?
4) What are criteria for research to be conceived as relevant and trustworthy?
5) In how far do the perspectives of interviewees on research differ with regard to their qualification (qualification in Germany vs. qualification in emigration in the country of origin) and with regard to the subsector of education (formal vs. non-formal)?