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

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 participants’ stories place: how did they construe the role place within their own lives? How record journeys within, through, between places? I share participants articulated place-identities as dynamic encounters rather than fixed surfaces (Massey, 2005; Ingold, 2016). Employing story-mapping a research method encouraged articulate lives in terms, affording me opportunity understand negotiated identities.