Becoming Backpack: Towards a Counter-Inscription of Young Adult Collegian Identity Work
Keywords:arts-engaged research, counter-inscription, new materialist subjectivity, young adult college student identity work
This article invites readers to encounter the author’s early attempts at engaging creatively with data produced during a research project called Life Lines: The Art of Being Alive to Young Adulthood. Launched in January 2019, the Life Lines project was conceived as a critical participatory arts-engaged research endeavor aimed at opening up conventional theoretical wisdom about the nature of young adult college student identity formation. In addition to providing details of the inquiry project’s design and aims, a series of visual and poetic prose narratives open and become threaded throughout the article. These multimodal expressive forms function as a type of creative counter-inscription device, working both to complicate identity development models that limit subjectivity to human consciousness and agency, and to illustrate a more expansive, somatically attuned, and materially-entangled set of practices and productions of young adult identity work’s work and its study.
Arnett J. J. (2000). Emerging adulthood: A theory of development from the late teens through the
twenties. American Psychologist, 55, 469–480.
Braidotti, R. (2011a). Nomadic theory: The portable Rosi Braidotti. New York, NY: Columbia
Braidotti, R. (2011b). Nomadic subjects: Embodiment and sexual difference in contemporary
feminist theory. New York, NY: Columbia University Press.
Braidotti, R. (2006). Transpositions: On nomadic ethics. Malden, MA: Polity.
Butler, J. (2004). Undoing gender. New York, NY: Routledge
Chilisa, B. (2012). Indigenous research methodologies. Thousand Oaks, CA: Sage.
de Freitas, E. & Curinga, M. X. (2015). New materialist approaches to the study of language and
identity: Assembling the posthuman subject. Curriculum Inquiry, 45(3), 249-265, DOI: 10.1080/03626784.2015.1031059
Hibbs, B. J & Rostain, A. (2019), The Stressed Times of Their Lives: Helping your Kid Survive
and Thrive During Their College Years.
Hickey-Moody, A. (2013). Affect as method: Feelings, aesthetics and affective pedagogy. In R.
Coleman & J. Ringrose (Eds.), Deleuze and Research Methodologies, pp. 79-95. Edinburgh, UK: Edinburgh University Press.
Jones, S. R. & Abes, E. S. (2013). Identity development of college students: Advancing
frameworks for multiple dimensions of identity. Indianapolis, IN: Jossey-Bass.
Law, J. (2004). After method: Mess in social research. New York, NY: Routledge.
MacLure, M. (2017). Forward. In M. Koro-Ljungberg, T. Löytönen & M. Tesar (Eds.),
Disrupting Data in Qualitative Inquiry: Entanglements with the Post-Critical and Post-Anthropocentric, pp. xvii-xviii. New York, NY: Peter Lang Publishing.
Masny, D. (2013). Rhizoanalytic pathways in qualitative research. Qualitative Inquiry, 19(5), 339-348.
Pink, S. (2015). Doing sensory ethnography, 2nd Ed. Washington, DC: Sage.
St. Pierre, E. (1997). Methodology in the fold and the irruption of transgressive data.
International Journal of Qualitative Studies in Education, 10(2), 175-189.
Saldaña, J. (2016). The coding manual for qualitative researchers, 3rd Ed.. Washington, DC: Sage.
Scott, E. & Modler, D. (2012). Journal fodder 365: Daily doses of inspiration for the art addict.
Cincinnati, OH: North Light Books.
Smithers, L. E. & Eaton, P. W. (2017). Nomadic subjectivity: Movement in contemporary
student development theorizing, Thresholds in Education, 40(1), 68-92.
Stewart, K. (2007). Ordinary affects. Durham, NC: Duke University Press.
Stewart, K. (2008). Cultural poesis: The generativity of emergent things. In N. K. Denzin (Ed.),
Collecting and interpreting qualitative materials, (pp. 565-586). Thousand Oaks, CA: Sage.
Youdell, D. & Lindley, M. R. (2019). Biosocial education: The social and biological
entanglement of learning. New York, NY: Routledge.
Zepke, N. (2018). Student engagement in neo-liberal times: What is missing? Higher Education
Research & Development, 37(2), 433-446, DOI: 10.1080/07294360.2017.1370440. Link to this article: https://doi.org/10.1080/07294360.2017.1370440
How to Cite
Authors who publish with Art/Research International agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication and the right to sublicense the Contribution, in the form in which it is published by the journal, to others under the terms and conditions of the of the Creative Commons Attribution-NonCommercial-NoDerivs (CC BY-NC-ND) that allows others to download the work and share the work with others with an acknowledgement of the work's authorship and initial publication in this journal, but they cannot change the work in any way or use any part of the work commercially.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive public distribution and display of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
d. Authors wishing to include items (such as images or other media, or any creative works of others whether previously published or not) must contact the original copyright holder to obtain explicit permission to publish these items in Art/Research International. Writing permission should include: the title(s) of any copyrighted work, original place of publication if applicable, and an acknowledgement of having read Art/Research International's copyright notice. Authors are responsible for obtaining this permission and keeping it in their own records for later verification.