Abstract
This chapter draws on a large AHRC-funded project in which a multi-disciplinary team worked with disadvantaged children and young people to collect life-narratives of ‘resilience and transformation’. Drawing on notions of story-telling as a means of promoting empathy and understanding, the interview data were transformed into fictional ‘assemblages’. These stories were designed to provide a means of communicating young people’s perspectives on their own lives. The layers of meaning created by this collaborative method of story-making arguably allow for potential resonance with other young people and professionals alike. Given that many of the young people in the research have disabilities, learning difficulties, are in care or on the edge of care, their stories are important for professionals with whom they are likely to come into contact.
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Satchwell, C. (2019). Fictionalised Stories Co-produced with Disadvantaged Children and Young People: Uses with Professionals. In: Jarvis, C., Gouthro, P. (eds) Professional Education with Fiction Media. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-17693-8_3
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DOI: https://doi.org/10.1007/978-3-030-17693-8_3
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