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Intersectionality and Processes of Belonging: Thinking Critically About Sociomaterial Entanglements with the Voices of Upper-Primary School-Aged Young People in Youth Research

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Abstract

Youth studies often focus on analysing how young people’s lives are affected by sociomaterial factors. The emphasis is often on scholar selected social positions and the experiences and voices of secondary and post-secondary school-aged young people. This paper seeks to examine how youth studies can think critically about belonging by widening the sociomaterial lens of focus and engaging with the less often called upon voices of upper-primary school-aged young people. I posit critical feminist theory and the concept of intersectionality can be used as a theoretical lens to better understand how sociomaterial entanglements affect the processes of belonging for young people in multiple, distinct and material ways. In addition, I argue that methodologically thinking with Deleuze creates novel and critical openings for youth research by making it possible to think about youth relationally and engage in considered intersectional analysis. Ultimately, this paper raises critical questions for new research agendas in youth studies by inviting youth research scholars to reflect on how we can respectfully listen to, and engage with, young people’s voices in research by taking seriously our allyship with, and accountability to young people.

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  1. Melbourne Graduate School of Education, University of Melbourne, Melbourne, Victoria, Australia

    Natalie Calleja

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Calleja, N. Intersectionality and Processes of Belonging: Thinking Critically About Sociomaterial Entanglements with the Voices of Upper-Primary School-Aged Young People in Youth Research. JAYS 5, 317–334 (2022). https://doi.org/10.1007/s43151-022-00088-2

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