Provisions of Trustworthiness in Critical Narrative Research: Bridging Intersubjectivity and Fidelity Page: 359
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The Qualitative Report Volume 9 Number 2 June 2004 359-374
Provisions of Trustworthiness in Critical Narrative Research:
Bridging Intersubjectivity and Fidelity
Indiana University Purdue University, Fort Wayne, Indiana, USA
This paper is a reflective-reflexive examination of provisions of
trustworthiness in critical narrative research. The author presents her
understanding of provisions of trustworthiness as a science and as an art,
and blurs these boundaries as she acknowledges their tension in practice.
She weaves between theory and her experience in two studies-first the
study of the Texas-Spain Visiting Teachers Program and secondly the
study of Amish culture and education-where the author felt a deep sense
of responsibility that she maintain trustworthiness. This paper examines
the provisions of trustworthiness as evidence of research accountability
and shared responsibility and brings to the forefront an intersubjective
understanding of fidelity that emerged through understanding
participants' struggles, seeing researcher as a co-struggler for cultural-
political identity, and recognizing the role of politics in the work of action
research for democratic education. In short, the author presents an
intersubjective understanding of fidelity issues within multiple identities.
Key words: Provisions of Trustworthiness, Fidelity, Intersubjectivity,
Narrative Methods, and Critical Ethnography
Teresa Perez: I'm in the two-way immersion model. Two-way immersion means
that the kids, Spanish speakers and English speakers, are mixed together in a
classroom. My partner and I had 44 kids mixed. In my homeroom I used to have
Spanish speakers and English speakers, and my partner had Spanish speakers and
English speakers. I think that's the perfect model. I don't know why, but it was
changed. I think an English-speaking parent complained about the kids being
mixed, English speakers and Spanish speakers. They want all the Spanish
speakers in one class and all the English speakers in another class. I think that
after the program was already created, someone complained and 44 kids were
changed. Is that fair? Is that racism? Is that power? It means benefit for one and
not for the others. English-speaking parents want their children to learn both
languages, but they don't want them mixed physically. That's why my
homeroom is now made up of only Spanish speakers, and my partner has English
speakers with some Spanish speakers because there were too many to put all of
them in my homeroom. That change in the program was made two or three weeks
after school started. I don't want to say that all English-speaking parents feel the
same, but at least one does. (Moss, 2001, p. 172)
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Moss, Glenda. Provisions of Trustworthiness in Critical Narrative Research: Bridging Intersubjectivity and Fidelity, article, June 2004; [Fort Lauderdale, Florida]. (digital.library.unt.edu/ark:/67531/metadc109695/m1/1/: accessed April 27, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; crediting UNT Dallas.