NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ845591
Record Type: Journal
Publication Date: 2009
Pages: 29
Abstractor: As Provided
Reference Count: 62
ISSN: ISSN-1077-8004
Validity Criteria for Performance-Related Qualitative Work: Toward a Reflexive, Evaluative, and Coconstructive Framework for Performance in/as Qualitative Inquiry
Cho, Jeasik; Trent, Allen
Qualitative Inquiry, v15 n6 p1013-1041 2009
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. (Contains 1 figure, 2 tables, and 3 notes.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A