Abstract

In this article, I draw on my experiences as a non-binary researcher in a high school to interrogate the normative construction of adulthood. I centre the discussion on the concept of adulthood in order to interrogate a presumption within the field of education that all researchers are recognized as adults. I argue that a person’s adherence to cisheteronormative logics is an integral aspect of being recognized as an adult and that people who do not move in legible ways along a socio-culturally prescribed trajectory of growing up can instead be positioned as non-adults. I explore the complexities of generating research in an age-striated space as a person who is not read as an adult. I argue that non-adults navigate distinct challenges as well as unique possibilities in education research because of their divergent ways of moving through field sites. I assert that grappling with questions of adulthood is necessary for youth-focused education research and end with ideas on what this thinking may make possible for future methodological work.

摘要

在本文中，我借鉴了我在高中时的非二元研究者的经验，以审视成人的规范建构。我以成年概念为中心进行讨论，以期在教育领域推定所有研究人员都被视为成年人的假设。我认为，一个人遵循地名规范逻辑是被视为成年人的一个不可或缺的方面，而那些没有按照清晰的方式沿着社会文化规定的成长轨迹运动的人可以被定位为非成年人。作为一个成年人，我探索在年龄划分的空间中进行研究的复杂性。我认为非成年人在教育研究中会遇到不同的挑战以及独特的可能性，因为他们在野外工作的方式各不相同。我断言，对成年问题的争夺对于以青年为中心的教育研究是必要的，并且以这种思维可能为将来的方法学工作带来什么的想法作为结尾。