TY - JOUR
T1 - Validity criteria for performance-related qualitative work
T2 - Toward a reflexive, evaluative, and coconstructive framework for performance in/as qualitative inquiry
AU - Cho, Jeasik
AU - Trent, Allen
PY - 2009
Y1 - 2009
N2 - 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.
AB - 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.
KW - Performance
KW - Praxis
KW - Qualitative inquiry
KW - Validity
UR - http://www.scopus.com/inward/record.url?scp=67650572431&partnerID=8YFLogxK
U2 - 10.1177/1077800409334224
DO - 10.1177/1077800409334224
M3 - Article
AN - SCOPUS:67650572431
SN - 1077-8004
VL - 15
SP - 1013
EP - 1041
JO - Qualitative Inquiry
JF - Qualitative Inquiry
IS - 6
ER -