Ethnographic studies are characterised by the researchers’ active pursuit to create a variation in the empirical material, which is necessary to discern and subsequently analyse social phenomena. In this study, we explore the analytical connections between social pedagogy, ethnographic methods, interactionism and ethnomethodology regarding human interaction through language, action, gesticulations, and documents influenced by an ethnomethodological perspective on human oral narratives. The analysis mainly relates to the discursive traditions within sociology, social work, pedagogy and social pedagogy in which descriptions are regarded as both experience-based and narrative. The analysis is aided by empirical elements focused on practical social and pedagogical work contexts. Accounts of unaccompanied young refugees and young persons with drug- and crime-related problems are viewed as meaning-creating activities to be used in developing and improving social pedagogical activities important for including the individual in the community. The text accounts for the general analytical basis of ethnographic studies, with an emphasis on the various symbols used in interpersonal interactions, self-presentation, and creating and maintaining their identities in the analysed contexts. The study contributes knowledge regarding 1) dealing with social interaction and conflicts in the social pedagogical context by combining: a) narratives of young people, b) narratives of professional actors, c) field notes and documents from the context, and d) development of stigma and integration in the context; 2) the significance of these social interactions and conflicts to the creation and recreation of the youngsters' identities; and 3) alternative ethnographic approaches to analyzing the social pedagogical context in different analytical levels.