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Space-Time Configurations of Youth-Voice Driven Science Practices: Insights Into Local and Global Mobilities


by Jrène Rahm — 2014

The chapter explores the space–time configuration of youth-voice driven science practices outside of school that are part of an emergent field of study known as informal science education (ISE). Education is an emergent phenomenon grounded in a relational geography of youths’ complex space–time configurations. A focus on youths’ mobilities offers new insights into the manner youth contribute to their own learning and becoming.


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This article originally appeared as NSSE Yearbook Vol 113. No. 2.


Cite This Article as: Teachers College Record Volume 116 Number 14, 2014, p. 445-464
http://www.tcrecord.org ID Number: 18301, Date Accessed: 11/23/2017 4:36:34 AM

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About the Author
  • Jrène Rahm
    Université de Montréal
    E-mail Author
    JRÈNE RAHM is a Professor at the Université de Montréal. Through qualitative multi-sited ethnographies and discourse analysis guided by sociocultural historical theory, she has explored diverse youths’ meaning making and identity work as constituted by their histories and by who they are and are becoming in authentic activities in settings such as museums, afterschool and community programs, as well as gardens. Recent publications include “Collaborative imaginaries and multi-sited ethnography: Space-time dimensions of engagement in an afterschool science program for girls” in Ethnography and Education (2012); a co-authored book, Putting Theory Into Practice: Tools for Research in Informal Settings (Ash, Rahm, & Melber, 2012); and her own book, Science in the Making at the Margin: A Multisited Ethnography of Learning and Becoming in an Afterschool Program, a Garden, and a Math and Science Upward Bound Program (2010).
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