Life Course as Method: Age Imaginaries in School Ethnography

    Like most social scientists, my approach to methodology is in important ways entangled with personal narrative.  My interest in age as a field of social analysis emerged from my early experiences as a secondary school teacher.  As a twenty-three year-old trainee, I was barely older than the more senior teenage students in myContinue reading “Life Course as Method: Age Imaginaries in School Ethnography”

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