Validity criteria for performance-related qualitative work: Toward a reflexive, evaluative, and coconstructive framework for performance in/as qualitative inquiry

Jeasik Cho, Allen Trent

Research output: Contribution to journalArticlepeer-review

15 Scopus citations

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.

Original languageEnglish
Pages (from-to)1013-1041
Number of pages29
JournalQualitative Inquiry
Volume15
Issue number6
DOIs
StatePublished - 2009

Keywords

  • Performance
  • Praxis
  • Qualitative inquiry
  • Validity

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