Teaching an Elusive Phenomenon

Abstract

Validity constitutes a field unto itself. This is because of the difficulty, and importance, of making research credible. Addressing validity in any study requires critical thought, but the issues magnify given the paradigmatic and methodological complexity of the qualitative “Big Tent.” As a field of inquiry that is defined in many ways by its undefinable, multifaceted nature, qualitative scholars have posed local standards while disrupting foundationalist-based validity conventions. Although this diverse response restrains the positivist impulse, the challenge for faculty appears through questions when teaching validity in qualitative research: Where to start? What to recommend? How to proceed? In answer, this article offers a validation process and pedagogical exercises focused on the “cover” of the tent—the essential characteristics of qualitative inquiry. The process allows for an initial, coherent approach toward teaching validity across paradigms while complementing the local validity discourse(s) in the field.