In the report, Skills Outlook 2015, made public by The Organisation for Economic Co-operation and Development (OECD, 2015), the percentage of young people who are NEET (neither in employment nor in education or training) in Spain is located at 26%.

To cope with this situation and offer to these young NEET alternatives to their current situation, the European project Show your own gold: a European Concept to Visualize and Reflect One’s Vocational Biography Using Digital Media. European Commission. Erasmus+ programme. Key Action: Cooperation for innovation and the exchange of good practices. 2014-1-DE02-KA202-001430,has, as one of its aims, to situate in a theoretical, methodological and practice framework the visual biographic narratives produce by young NEET.  This European project is being developed in six European countries: Germany, Wales, Portugal, Slovenia, Rumania and Spain.  

The starting idea of this project was that the integration of the young people’s visual biographical narrative into their culture related to digital media (video, social communication media, mobile technology) could facilitate their personal and professional development and a positive transition to work. The main aim is developing a model of intervention for vocational preparation based on helping young people to use digital media to construct their personal biographies. The skills they need to construct this visual digital narrative is developed through a modular programme of teaching and learning activities in each country supported by a training of trainers’ programme in order that other organisations can deliver the same opportunities.

We approached to [NAME] project is guided by the following starting questions:

a)      How are these young people participating in the project (their school trajectories, their expectations, fears and uncertainties)?

b)      How they have arrived to their current situation; in which moment or under which circumstances they had a failure, a crash that influenced their personal and academic life?

c)       What critical events during the workshop allow giving accounts of the young people’s social lives?

d)      What visual methods allow making visible the interrelations taking place inside and outside the workshop?

e)      How a living inquiry approach contributes to change a formative project into a research inquiry?

We approached these questions looking for coherent ways to undertake the type of research where ‘subjects’, in this case young people, are not reduced to the category of data. This positionality takes us to sustain a research ethic founded on a reciprocal relationship with the ‘Other’ who gives us their time and experience “without recourse to arrogance but with openness and humility” (Back, 2007, p. 4).

All these considerations bring us to approach the situation created by the workshops as a dispositive, as a space for developing field work where we have been able to: (a) build a detail account of the relationship generated among young people and with adults participating in the project, and (b) offer some answers to the questions raised above.

This means that processes promoted by the [NAME] project generated “a disruption of established ways of knowing, through learning events” (Atkinson, 2012, p. 10) and contributed to explore alternative forms of ethnographic research. This project was planned as an educational vocational intervention not as an ethnographic research. However, during its development, we experienced a ‘nomadic move’ from an educational intervention, in which ethnographic methods were used, towards an ethnographic research.  The poststructuralist ontology of nomadic thought is defined in terms of processes of becoming, characterized by forces, flows, and fluxes that disrupt the unity of the subject (Fendler, 2015; Braidotti, 2014; Jackson & Mazzei, 2012; Deleuze & Guattari, 1980/2004).

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