To what extent and in what ways should researchers share their views with research participants during ethnographic fieldwork? This article discusses the author's experience of adopting different communicative stances with respondents in the context of an ethnographic study of the enactment of the English National Literacy Strategy in a "failing" primary school. A commonly accepted communicative stance in ethnography, according to which the researcher avoids disclosure of his or her own views, is problematised; and the potential advantages and disadvantages of feedback as a research tool are explored. (Contains 6 notes.)