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

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

Amish Teacher Dialogues with Teacher Educators: Research, Culture, and Voices of Critique

This dialogical project is framed with in critical inquiry methods to bring an Amish teacher’s voice to the fore front. Henry, an Amish middle school teacher, and two university teacher educators in northeastern Indiana collaboratively critiqued educational literature written about the Amish culture from the past 15 years. Building on critical ethnography and narrative methods, the authors used dialogue as a medium for inquiry. The intersubjective, collaborative project democratized the university researchers’ research role and allowed an Amish voice to gain a place in the academic field of research

Women in Educational Leadership Finding Common Ground

The purpose of this research project was to engage in self-reflective analysis of leadership development as an ongoing process of social action towards democratizing education. Four White women connected by their work as educational leaders, teachers and administrators, engaged this topic by conducting a dialogical analysis of their experiences in leadership. They dialogued from what were technically different positions in the hierarchy at their University and implemented a research process to speak across or marginalize those technical differences to produce a text that explored the rich terrain of leading in which they shared experiences of growth, the conceptual frameworks that guide their leading, and their differing interpretations of gender\u27s role in the leadership process

Women in Educational Leadership: Finding Common Ground

The purpose of this research project was to engage in self-reflective analysis of leadership development as an ongoing process of social action towards democratizing edlucation. Four White women connected by their work as educational leaders, teachers and administrators, engaged this topic by conducting a dialogical analysis of their experiences in leadership. They dialogued from what were technically different positions in the hierarchy at their University and implemented a research process to speak across or marginalize those technical differences to produce a text that explored the rich terrain of leading in which they shared experiences of growth, the conceptual frameworks that guide their leading, and their differing interpretations of gender\u27s role in the leadership process

Women in Educational Leadership Finding Common Ground

The purpose of this research project was to engage in self-reflective analysis of leadership development as an ongoing process of social action towards democratizing education. Four White women connected by their work as educational leaders, teachers and administrators, engaged this topic by conducting a dialogical analysis of their experiences in leadership. They dialogued from what were technically different positions in the hierarchy at their University and implemented a research process to speak across or marginalize those technical differences to produce a text that explored the rich terrain of leading in which they shared experiences of growth, the conceptual frameworks that guide their leading, and their differing interpretations of gender\u27s role in the leadership process

Senior Projects in a Rural School

This article discusses senior projects in a rural school. Technology and a school-university partnership enabled high school faculty members to implement the Senior Project. The authors describe the process of change, the project requirements, and the learning that resulted for students and faculty

Senior Projects in a Rural School

This article discusses senior projects in a rural school. Technology and a school-university partnership enabled high school faculty members to implement the Senior Project. The authors describe the process of change, the project requirements, and the learning that resulted for students and faculty

Race Dialogues in Teacher Preparation: Beginning the Conversation

This article describes a multicultural instructional activity used within a Master's of Teaching program in the Northwest to engage pre service teachers in critical self-reflection concerning their undestanding of the historical construction of race in the United States of America. The goal of the instructional project was for participants to become aware of their racial dispositions and biases, and consider how teachers' perspectives influence theaching and learning. The instructors-researchesr used theree films within the series, Rce: The Power of an Illusion, as curriculum to engage pre service teachers in critical self-reflection concerning the issues of race. The article describes the teaching strategy, narrative data collection, and critical narrative analysis. Using Critical Race Theory (CRT), the authors provide a critical narrative analysis of the pre service teachers' reflections on viewing the films