ABSTRACT
What is it that we do as producers of intellectually grounded knowledge when we take youth as our objects? What might be the consequences of these institutionalised processes of knowledge production for the regulation of the young people who are the objects of these processes? … What might it mean for the practice of youth studies if we take seriously the proposition that the governmentalisation of youthful desires, bodies, thoughts and actions which emerge as a result as a practice of youth studies may have profound, if unintended, consequences for the regulation of youth? No matter that these processes of intellectual knowledge production are framed with the best of intentions. (Kelly 2000: 313, emphasis in original)
