The difference that place makes to methodology: uncovering the ‘lived space’ of young people's spatial practices

Abstract

While it has been argued that conventional methodological resources are incapable of effectively representing ‘everyday social practice’ (see Latham 2003, Environment and Planning A, 35, 1993), this paper posits that a consideration of the ‘where’ of methodology can go some way to taking social practices seriously. Drawing on research into young people's spatial practices, conventional interview techniques were adopted in a range of different sites: a classroom, a school store-cupboard, and in teenage ‘hang outs’. Through discussion of these emplaced techniques, the paper demonstrates the difference the where of method makes to research. It will argue that, if harnessed appropriately, emplaced methodology can enhance social science's capacity to access the range of intelligences that constitute everyday social practice.

Keywords:

• place
• methodology
• everyday lived practice
• young people
• interviews

Notes

The research school was a voluntary aided Catholic secondary school for pupils aged 11–16 years old. It is located on the southern outskirts of a town centre. For the school year in question the school had 470 full time pupils, with 13.5% of pupils entitled to free school meals. Given its faith-based denomination the school did not have a specific geographical catchment area. Although most pupils were based in the town, others travelled from the outlying villages. The study was based on 14–16 year olds, and therefore involved pupils from years 10 and 11. In total there were 194 pupils in the year groups: 101 in year 10, and 93 in year 11. In each year there were predominantly more females than males. Year 10 had 42 males (41.5%) and 59 females (58.4%), and year 11 had 38 males (40.9%) and 55 females (59.1%). As there is no sixth form these were the oldest pupils in the school. In-depth research was carried out with approximately 50 teenagers.

Q____ refers to a housing estate within the urban catchment of the school that was relatively deprived in terms of facilities, income and services when compared to the area as a whole.