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ERIC Number: EJ775218
Record Type: Journal
Publication Date: 2003
Pages: 17
Abstractor: ERIC
Reference Count: 16
ISSN: ISSN-1047-8248
Disrupting Dialogue: Envisioning Performance Ethnography for Research and Evaluation
Cozart, Sheryl Conrad; Gordon, Jenny; Gunzenhauser, Michael G.; McKinney, Monica B.; Petterson, Jean A.
Educational Foundations, v17 n2 p53-69 Spr 2003
In this paper, the authors depict performance ethnography as having multiple ethical dimensions and multiple implications for the relationships between the evaluator and program participants. They have found performance ethnography to be essentially an intimate form of representation that has tremendous implications for the ownership of qualitative data, particularly data associated with program evaluation. They also address implications for qualitative researchers who wish to use performance as part of evaluation studies. They speculate on how to create a performance that not only gives justice to the multiple voices in qualitative data but that also invites dialogue that is meaningful, non-threatening, and ethically defensible. A dialogic approach to program evaluation research can lead to a more ethical and equitable relationship between evaluators and program participants, which in turn can result in richer understandings of program implementation. It also allows participants to claim ownership of the evaluation and can provide a vehicle for disseminating results. (Contains 3 notes.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A