Harrison, J., MacGibbon, L, & Morton, M. (2001). Regimes of trustworthiness in qualitative research: The rigors of reciprocity. Qualitative Inquiry, 7(3), 323-345.
[Abstract] In this article, the authors explore the relationships between trustworthiness and reciprocity in qualitative research: What new questions about trustworthiness arise when we view qualitative research through the lens of reciprocity? Every stage of the research process relies on our negotiating complex social situations. Participants are active in this process, and reciprocity occurs at many different levels. In this article, the authors problematize the relationship between trustworthiness and reciprocity in relation to the researcher, the research process, and the write-up. The authors consider the possibilities and the demands and obligations of reciprocity as they explore framing questions, access and rapport, insider-outsider status, passionate participation, data production, data analysis, and authorizing accounts. The authors' experiences and interpretations and tales from and of the field shape and are shaped by our understandings of reciprocity.
Anfara, V. A., Brown, K. M., & Mangione, T. L. (2002). Qualitative analysis on stage: Making the research process more public. Educational Researcher, 31(7), 28-38.
[Abstract] Discussions regarding standards for assessing qualitative research have not sufficiently addressed questions concerning the privatization of this type of analysis. In response to this dilemma, the authors of this article address some of the strategies that they have employed in working with doctoral students and offer suggestions for assessing and publicly disclosing the methodological rigor and analytical defensibility of qualitative research. Specifically, tabular strategies are introduced for use in documenting the relationship between data sources and a study's research questions, the development of themes and categories, and the triangulation of findings. Examples from three dissertations are provided.
Piantanida, M., Tananis, C. A., & Grubs, R. E. (2004). Generating grounded theory of/for educational practice: The journey of three epistemorphs. International Journal of Qualitative Studies in Education, 17(3), 325-346.
[Abstract] This article portrays the conceptual journey of three professionals as they grapple with the epistemological, ontological and axiological underpinnings of grounded theory within the context of practice-base research. Writing from the stance of 'epistemorph', the authors use the concepts of 'functionalist drift' and 'interpretive drift' to depict the intellectual crosscurrents set in motion by their taken-for-granted assumptions about the nature of knowledge. An evolving set of questions reflects shifts in thinking that occur as these assumptions are surfaced and examined. From the 'ground' of this journey, the authors come to an interpretive reframing of key 'logics' of the grounded theory method including theoretical sensitivity, theoretical sampling, coding, constant comparative analysis and memoing.
Guillemin, M., & Gillam, L. (2004). Ethics, reflexivity, and "ethically important moments" in research. Qualitative Inquiry, 10(2), 261-280.
[Abstract] Ethical tension are part of the everyday practice of doing research--all kinds of research. How do researchers deal with ethical problems that arise in the practice of their research, and are there conceptual frameworks that they can draw on to assist them? This article examines the relationship between reflexivity and research ethics. It focuses on what constitutes ethical research practice in qualitative research and how researchers achieve ethical research practice. As a framework for thinking through these issues, the authors distinguish two different dimensions of ethics in research, which they term procedural ethics and "ethics in practice." The relationship between them and the impact that each has on the actual doings of research are examined. The article then draws on the notion of reflexivity as a helpful way of understanding both the nature of ethics in qualitative research and how ethical practice in research can be achieved.