Abstract
This paper explores the role of narrative in the Stoneleigh Project, an outdoor retreat approach to supporting marginalised young people in becoming agents of personal and social change. The metaphor of a journey, developed by sociological writers, is applied to the transition of young people to adulthood. Undertaken as a narrative enquiry, the programme is analysed in the context of educational theory especially Bernstein's theory of recognition codes. The way in which this unusual programme encourages the development of new personal narratives both verbally and in embodied forms is explored. Examples illustrate how young people applied their narratives to the reconstruction of their personal histories in ways that empowered them to begin journeys of transformation of their identities. Further examples examine how these journeys led, in many cases, to significant life changes brought about by the actions of the young people. A retreat style of programme and an understanding of narrative are suggested as strategies for those assisting the personal development of young people. Narrative enquiry is suggested as an approach to understanding experiential education programmes.
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