Theoretical, Methodological, and Pedagogical Possibilities

  • Kristen Ali Eglinton
Chapter
Part of the Explorations of Educational Purpose book series (EXEP, volume 25)

Abstract

This chapter begins by reviewing the findings of this study, couching them within contemporary perspectives in youth studies in education and in educational research broadly, and thinking more deeply about the space where youth lives, visual material culture (VMC), and places meet in youth production of identities and worlds. In part, Eglinton considers the local/global binary that continues to be a key focus for youth studies research in education (McLeod, Rev Educ Pedagogy Cultur Stud 31(4): 270–292, 2009) and reviews the potential of multi-sited work. The second part of this chapter focuses on the possibilities of this study for pedagogy broadly defined. Eglinton postulates participatory visual-based ethnography as transformative practice, which not only generates knowledge but also potentially transforms both researcher and participants. In particular, she puts forward the notion of an ‘ethnographic pedagogy’: a pedagogical mode driven by youth practices and perspectives, a focus on ethics, and which adjusts itself to contemporary youth identities.

Keywords

Racialised Identity Local Place Youth Experience Youth Study Youth Engagement 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  • Kristen Ali Eglinton
    • 1
    • 2
  1. 1.Department of Sociology Digital World Research CentreUniversity of SurreyGuildford, SurreyUK
  2. 2.Faculty of EducationUniversity of CambridgeCambridgeUK

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