ABSTRACT
This chapter outlines methodologies and approaches which underpin the analyses in the book. By far the greatest priority is given to young people’s own accounts of their experiences in schools, alongside ethnographic research within school and non-school spaces, although the stories of young people are not examined within a vacuum and the factors which constrain and enable them and forge their very subjectivities in specific ways are also explored. The chapter examines some specific ethical problems tied to a conflict between confidentiality and child protection. The chapter highlights attempts to develop empowering research and details limitations to the approach. The research is underpinned by an empowering approach. By focusing on empowerment, I want to emphasise the potential of a range of different approaches. This aim focuses on prioritising the most marginalised groups (disabled young people, particularly those with socio-emotional differences and young people from poor backgrounds), reflecting on ways to enhance and improve their life chances and experiences. The book intends to be an empowering project drawing upon countertopographies to demonstrate other ways of doing difference.
