Drawing on recent work in psychology, philosophy, and youth geographies, this article responds to calls for theoretical rigour in children's geographies by developing the concept of becoming for youth transitions research. Becoming has been used by psychologist Gordon Allport (1955) in his work on the proces-sual nature of personal identity, while Elizabeth Grosz (1999) has used the concept of becoming to explore conceptions of time as a lived experience, focusing on the dynamics of time as duration. This article uses the unifying concept of futurity to tie together the works of Allport and Grosz, exploring how the concept of becoming can be used to consider the inherent complexities of contemporary youth transi-tions. To demonstrate the value of working with these reconceptualizations, examples of becoming will be explored through research with visually impaired young people. This research productively uses nar-rative and a life mapping technique to capture the messiness of becoming, seeing transition through the scale of a life and important life events.

The purpose of this study was to identify and describe the reaction of fathers to a stillborn child. Because little research has been done on this topic, an exploratory descriptive study was conducted. Eight fathers who had experienced a stillborn child were interviewed in-depth within the first 5 years following the death. Although the fathers exhibited grief reactions and behaviors such as shock, denial, anger, and acceptance, it was evident that taking on a fathering role was of central importance. The basic social process that the fathers in this study experienced was becoming a father to the stillborn child. The fathers were trying to assume a fathering role while they were grieving the death of their child. Understanding the process of becoming a father to a stillborn child is of value to health care professionals when considering ways to help fathers who have experienced such a loss.

This article examines the use of audio diaries as an innovative method for research with young people. As the second stage of a project about visually impaired (VI) young people's transitions to adulthood, young people recorded their experiences and reflections about growing up on microcassette recorders. As a follow-up to a narrative interview, audio diaries allowed the research to get closer to the lives of young people, as participants actively reinterpreted the research questions in the context of their own lives. This article focuses on the utility of audio diaries—detailing the research process and the accessibility of the method for VI young people. Then, using excerpts from a set of twenty-two audio diaries, this article examines how the audio diary technique designed for this project engages with three key issues: how audio diaries capture narrative in distinctive ways; how the method can be employed within a participatory framework; and how audio diaries raise complex issues about the nature of audience.