|
Sign In to gain access to subscriptions and/or personal tools.
|
Validity Criteria for Performance-Related Qualitative Work: Toward a Reflexive, Evaluative, and Coconstructive Framework for Performance in/as Qualitative Inquiry
Jeasik Cho*
and
Allen Trent
University of Wyoming, Department of Educational Studies
* To whom correspondence should be addressed. E-mail: jcho{at}uwyo.edu.
 |
Abstract |
|---|
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.
First published on April 9, 2009, doi:10.1177/1077800409334224
Qualitative Inquiry 2009;15:1013.
A more recent version of this article appeared on June 1, 2009
This version was published on June
10, 2009
 CiteULike  Complore  Connotea  Del.icio.us  Digg  Reddit  Technorati  Twitter What's this?
|
|
