“Everyone Has Their Own Places”

Mapping as a Storied Approach to the Study of Youth Identity

Bibliographic Data

ID21729977
AuthorsErin Spring (0000-0002-8507-7853, University of Calgary, corresponding author)
Year2021
Volume23
Issue1
Pages79-96
Publication date2021-02-22
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueThe Australian Journal of Language and Literacy (JOURNAL)
Journal identifiersISSN: 1038-1562 • E-ISSN: 1839-4728
PublisherUniversity of Alberta Libraries (PUBLISHER)
DOI10.20360/langandlit29521
OpenAlexW3132156208
LanguageEN
Citations received1
References cited16

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

Aesthetics · Art · Literacy · Media studies · Pedagogy · Sociology · Visual arts · Children's Rights and Participation · Digital Storytelling and Education · Educator Training and Historical Pedagogy · Gender Studies

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Open DOIOpen Access