Abstract

This thesis investigates young people as epistemic subjects, examining their everyday experiences and perceptions through a theoretical framework that addresses epistemic (in)justice, power imbalances, and the interplay between adults’ and young people’s knowledge claims. The thesis builds on two sub-studies conducted between 2015 and 2025, a period during which evolving political and media discourses reshaped the perception of certain youth groups' rights within Swedish society. 'Unaccompanied' refugee minors and young people residing in ‘vulnerable’ areas are two groups that have garnered considerable attention in media, political discourse, and social work practice. 

Drawing on interviews with 11 female 'unaccompanied' minors and 16 young people (7 girls and 9 boys) living in ‘vulnerable’ areas, this thesis centres on their everyday experiences of navigating Swedish society. Across four articles, their narratives about everyday life related to religion, language and silence, place-making, and meaningful social interactions are explored. These narratives vividly illustrate how young people navigate the conflicting perceptions between the often-negative image held by adults and authorities and their own understanding of their identities and aspirations. Demonstrating how young people's experiences can serve as various forms of epistemic resources, the thesis argues that their unique knowledge claims should be understood not only as expressions of individual experiences but also as critical and relevant insights into the complex realities that comprise Swedish society. 

A central point in the thesis is that the young people do not recognise themselves in the representations found in media and political discourses. Furthermore, rather than advocating for increased control and stricter measures to address societal challenges affecting young people, they emphasise the importance of fundamental respect, safe environments, and trusting relationships with adults as essential for positive development.

In conclusion, the thesis argues that by recognising young people as epistemic subjects, dominant discourses can be re-evaluated, problem formulations and solutions reconsidered, and alternative possibilities envisioned. Thus, the thesis makes a significant contribution to the planning of interventions aimed at young people presumed to need targeted social support.