The purpose of this chapter is to discuss the epistemological and methodological challenges associated with research concerning youth at the margins. I relate the discussion primarily to educational research. I am concerned specifically with whether research concerning youth at the margins contributes to empowerment and social justice or actually reinforces marginalization. I will problematize this in relation to epistemological, theoretical and methodological considerations. In this discussion, I focus on the relationships between power, knowledge and social justice. In particular, I address the dialectics between material conditions (the economic structure and class relations), knowledge (research), and the effects of research concerning youth at the margins. I use the concept “marginalization” as it relates to processes and actions that relegate an individual or group to a disadvantaged social position. Intrinsic to studies of marginalization are studies of exclusion (Carlile, 2011). Empirical studies tend to focus on exclusion of youth from education and work (Møller, 2013; OECD, 2009, 2010; Room, 1995; Vaught, 2011). Furthermore, youth at the margins are often assumed to be vulnerable to a plurality of disadvantages such as poverty, poor housing, educational failure and dropout (Møller, 2013; OECD, 2009, 2010; Vaught, 2011). Migrant youth and other ethnic minorities are particularly prone to become positioned within these disadvantaged social categories because of multiple forms of discrimination (Andersson, 2005; Blyth & Milner, 1996; Fangen, Fossan, & Mohn, 2010; Fangen, Johansson, & Hammarén, 2012; Hammer, 2003; Pihl, 2001). Researchers have explored the processes of marginalization and exclusion from intersectional and multilevel perspectives (Fangen et al., 2012). They have focused on the intersection of ethnic, gender and class background. They have conducted multilevel analyses that focus on the processes, social systems (welfare regimes, immigration policies and personal identities) and liberal conservative and social democratic policies at the European level (Fangen et al., 2012).

I argue that studies on the marginalization of youth should activate epistemologies that deconstruct and challenge the very foundation of conservative liberalism and social democratic policies. This is particularly important in times of deep economic crisis in capitalist economies, which contributes to the marginalization of youth. For instance, at present, one quarter of youth in the EU