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Qualitative Inquiry
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Validity Criteria for Performance-Related Qualitative Work

Toward a Reflexive, Evaluative, and Coconstructive Framework for Performance in/as Qualitative Inquiry

Jeasik Cho

University of Wyoming, Laramie, jcho{at}uwyo.edu

Allen Trent

University of Wyoming, Laramie

This article proposes working criteria for guiding and judging the validity of performance-related qualitative work based on Conquergood's dialogical performance and Madison's performance of possibilities. A series of criteria is proposed considering three performance-based stages that pursue new meanings for performance in/as qualitative inquiry: (1) Imaginative performance as an ongoing textual rehearsal process; (2) Performance in use, associated with artistic representation, involves transacting lived experiences of self or Others to audiences; and (3) Postperformance as a coreflexive member checking process. Validity criteria designed to guide the development, enactment, and assessment for dialogical performance of possibilities follow. Then, a reflexive narrative inquiry into students' performances in a readers' theater is described and analyzed in terms of these process-based validity criteria. Performance pedagogy is a powerful dialogical tool in creating new understandings and iterations of performance/inquiry that empower participants, including researchers, subjects, performers, and audiences, in communitarian steps toward social justice.

Key Words: validity • performance • praxis • qualitative inquiry

This version was published on June 1, 2009

Qualitative Inquiry, Vol. 15, No. 6, 1013-1041 (2009)
DOI: 10.1177/1077800409334224
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