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Space-Time Configurations of Youth-Voice Driven Science Practices: Insights Into Local and Global Mobilities by Jrène Rahm - 2014The 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.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol 113. No. 2. |
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- Jrène Rahm
Université de Montréal
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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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