Participant selection is one of the most invisible and least critiqued methods in qualitative circles. Researchers do not just collect and analyze neutral data; they decide who matters as data. Each choice repositions inquiry, closing down some opportunities while creating others. After reviewing the selection literature, we present critical vignettes of our selection choices in three separate studies, examining how those choices directed meaning making within and beyond the studies. Our analysis across these vignettes uncovered a constant interface-and often a struggle-between our personal situations and social agendas as qualitative researchers. Four aspects of this Reporting In/Reporting Out tension are discussed: trusting qualitative research, building the story, dealing with powerful others, and accepting unintended consequences. We encourage qualitative researchers to critically think forward their selection choices before and during the research process, to be mindful that selection is a constitutive method of the data collection and analysis process.

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This article explores how teachers’ perceptions of social justice issues are developed through experiential learning opportunities and maps their transformations in thinking onto the three levels of responsibility identified by Berger’s “growing edge.” The study looked at where teachers were on the growing edge and examples of how they navigated that edge. The findings showed teachers’ navigation as a cyclical process where they would return to the process of discovering and recognizing the edge once they felt they had build a firm ground and were on solid footing at their new edge.

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