Reflexive Learning with Young People in Qualitative Longitudinal Research

In this chapter, we present our observations about the particularities of the research relationship in longitudinal qualitative research with young people, as well as the associated epistemological and ethical dimensions. Repeated interviews—more or less frequent—create a reflective space where the researchers and the young research participants can meet and discuss life-events, even difficult ones. The particular epistemological value of longitudinal qualitative research is the possibility of revisiting past events and re-evaluating them jointly in a research relationship based on trust. This creates space for more analytical approaches and for finding connections between past and current events in young people’s lives. The research ethics of longitudinal qualitative research require constant consideration; what issues can be raised with young people and when, and how can they be reported in research publications. While the interviews may be reflective spaces for the participants, they are also spaces for learning for the researchers, and learning is achieved with the participants. Young people’s life circumstances continue changing, and new narrative layers concerning their lives emerge in the follow-up interviews as the participants weigh what they want to reveal to the researchers.