TY - JOUR
T1 - Multi-linear strategies for (re)presenting the complexity of young people in research
AU - Ryan, Mary Elizabeth
PY - 2010/3
Y1 - 2010/3
N2 - Within the current climate of unpredictability and constant change, young people at school are faced with a multitude of choices and contradictory influences. In this article, I argue that (re)presentations of young people in youth research need to reflect the complexity and multiplicity of their lives and changing priorities, and I attempt to (re)present a small group of young people in this particular milieu. I illustrate some of the competing influences in their lives, and I outline some specific strategies that are useful for (re)presenting these contextual worlds. The strategies I advocate disrupt the homogenous representations of 'youth' as a developmental phase and instead reflect the diverse spheres of influence which shape their subjectivities and practices.
AB - Within the current climate of unpredictability and constant change, young people at school are faced with a multitude of choices and contradictory influences. In this article, I argue that (re)presentations of young people in youth research need to reflect the complexity and multiplicity of their lives and changing priorities, and I attempt to (re)present a small group of young people in this particular milieu. I illustrate some of the competing influences in their lives, and I outline some specific strategies that are useful for (re)presenting these contextual worlds. The strategies I advocate disrupt the homogenous representations of 'youth' as a developmental phase and instead reflect the diverse spheres of influence which shape their subjectivities and practices.
UR - http://www.scopus.com/inward/record.url?scp=76449091829&partnerID=8YFLogxK
U2 - 10.1080/09518390903443282
DO - 10.1080/09518390903443282
M3 - Article
AN - SCOPUS:76449091829
SN - 0951-8398
VL - 23
SP - 217
EP - 236
JO - International Journal of Qualitative Studies in Education
JF - International Journal of Qualitative Studies in Education
IS - 2
ER -