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"Everyone Has Their Own Places": Mapping as a Storied Approach to the Study of Youth Identity.

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Title: "Everyone Has Their Own Places": Mapping as a Storied Approach to the Study of Youth Identity.
Authors: SPRING, ERIN1
Source: Language & Literacy: A Canadian Educational E-Journal. 2021, Vol. 23 Issue 1, p79-96. 18p.
Subject Terms: *Secondary schools, *Case studies
Abstract: This article highlights part of my work with ten 16 and 17-year-olds at two Canadian secondary schools. My multiple case study sought to make visible my participants' stories of place: how did they construe the role of place within their own lives? How did they record their journeys within, through, and between places? I share how my participants articulated their place-identities as dynamic encounters rather than fixed surfaces (Massey, 2005; Ingold, 2016). Employing story-mapping as a research method encouraged my participants to articulate their lives in their own terms, affording me the opportunity to understand how they negotiated their identities. [ABSTRACT FROM AUTHOR]
Copyright of Language & Literacy: A Canadian Educational E-Journal is the property of Language & Literacy and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: "Everyone Has Their Own Places": Mapping as a Storied Approach to the Study of Youth Identity.
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  Data: This article highlights part of my work with ten 16 and 17-year-olds at two Canadian secondary schools. My multiple case study sought to make visible my participants' stories of place: how did they construe the role of place within their own lives? How did they record their journeys within, through, and between places? I share how my participants articulated their place-identities as dynamic encounters rather than fixed surfaces (Massey, 2005; Ingold, 2016). Employing story-mapping as a research method encouraged my participants to articulate their lives in their own terms, affording me the opportunity to understand how they negotiated their identities. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Language & Literacy: A Canadian Educational E-Journal is the property of Language & Literacy and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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