Provisions of Trustworthiness in Critical Narrative Research: Bridging Intersubjectivity and Fidelity Metadata

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Title

  • Main Title Provisions of Trustworthiness in Critical Narrative Research: Bridging Intersubjectivity and Fidelity

Creator

  • Author: Moss, Glenda
    Creator Type: Personal
    Creator Info: University of North Texas Dallas; Indiana University-Purdue University Fort Wayne

Publisher

  • Name: Nova Southeastern University
    Place of Publication: [Fort Lauderdale, Florida]

Date

  • Creation: 2004-06

Language

  • English

Description

  • Content Description: This article is a reflective-reflexive examination of provisions of trustworthiness in critical narrative research.
  • Physical Description: 16 p.

Subject

  • Keyword: provisions of trustworthiness
  • Keyword: fidelity
  • Keyword: intersubjectivity
  • Keyword: narrative methods
  • Keyword: critical ethnography

Source

  • Journal: The Qualitative Report, 2004, Fort Lauderdale: Nova Southeastern University, pp. 359-374

Citation

  • Publication Title: The Qualitative Report
  • Volume: 9
  • Issue: 2
  • Page Start: 359
  • Page End: 374
  • Peer Reviewed: True

Collection

  • Name: UNT Scholarly Works
    Code: UNTSW

Institution

  • Name: UNT Dallas
    Code: UNTD

Rights

  • Rights Access: public

Resource Type

  • Article

Format

  • Text

Identifier

  • Archival Resource Key: ark:/67531/metadc109695

Degree

  • Academic Department: Teacher Education and Administration

Note

  • Display Note: The Qualitative Report, Volume 9 Number 2, June 2004, pp. 359-374, http://www.nova.edu/ssss/QR/QR9-2/moss.pdf
  • Display Note: Abstract: This article 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.