Abstract
In this paper we explore the implications of conducting a longitudinal transitions study based on ethnographic research in secondary schools. The main issue we address is how the ethnographic starting point materialized into a longitudinal exploration of young people's transitions to adulthood. We discuss the process of the research and how the ethnographic study contextualizes the life history research, focusing on 'remembering' and 'imagining'. In our conclusions we address representations, in particular ethics and politics of writing. The article draws from a project Tracing Transitions--Follow-up Study of Post-16 Students in which we trace young people's transitions into further and higher education and the labour market.
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