Jrene Rahm

Jrene Rahm
Université de Montréal | UdeM · Department of Educational Psychology and Andragogy

PhD

About

70
Publications
5,737
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1,038
Citations
Citations since 2017
12 Research Items
466 Citations
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2017201820192020202120222023020406080
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Introduction
Jrène Rahm studies diverse youths’ learning and identity work in science across time and space, in settings such as museums and community programs through qualitative multi-sited ethnographies, guided by sociocultural historical theory. She is currently involved in a collaborative partnership project with high schools in Montreal and the development of afterschool science clubs and a youth participatory photography project in the context of archaeology field schools with Inuit youth in Nunavik.

Publications

Publications (70)
Chapter
This Chapter describes a program to engage non-dominant girls in science conversations during an out of school time (OST) “ConvoClub” for teen girls. We present qualitative data collected over 16 weeks in the form of interviews, group conversations and artifacts like digital stories and youth-led documentary-making to explore the identity performan...
Article
Full-text available
Selon plusieurs études, les activités éducatives organisées par des organismes communautaires offrent des occasions positives d’apprentissage et de développement. De telles activités, si bien structurées et encadrées, permettent aux jeunes de s’épanouir selon leurs forces et intérêts. Dans cet article, nous proposons une étude de cas de ruelle de l...
Article
Background To attend to the social production of girls of color in science through the lens of history in person and local contentious practice, we propose a relational and nonrepresentational reading of STEM pathways. We invoke the conceptual lenses of wayfaring, knots, and meshwork to highlight the infinite ways of figuring science and becoming a...
Chapter
Field schools in archaeology are not simply a means to form future archaeologists but a tool to re-engage children and youth with people, places and history in ways supportive of the development of meaningful sustain’abilities’ constitutive of critical sustainability literacy. The latter is essential to respond to the kinds of wicked problems this...
Chapter
In this chapter, I challenge the functionalist view of informal science education and instead, through “a lens of multiples,” attend to youths’ diverse forms of meaning making of science and self in science; and how these processes are charged by and grounded in placemaking (entanglement of feelings with materials, bodies, and multiple ways of know...
Chapter
This chapter overviews science education in Québec, highlighting its educational policies, the science and technology (S&T) curriculum, and teacher education in particular. Québec is a unique province; its Charter of the French Language, vast immigrant population, and diverse Indigenous population can lead to disparities in education in metropolita...
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In this review, we explore what educating science teachers for sustainability implies according to the 23 book chapters and many sampled teacher education and science methods courses in the edited book by Susan Stratton, Rita Hagevick, Allan Feldman and Mark Bloom, entitled Educating Science Teachers for Sustainability, published in 2015 by Springe...
Presentation
https://www.acfas.ca/evenements/congres/programme/86/500/508/c Au Québec, le mandat de l’école se décline en trois volets : instruire, qualifier et socialiser. Ces volets imbriqués ont pour objectif la réussite scolaire ainsi que le développement global de l’enfant et du jeune. L’effectivité de ce mandat est confrontée à des défis récurrents ainsi...
Article
How can we ‘desettle’ the colonial discourse and worldview of botanical gardens and its practices in teaching about plants? How can we move towards engaging deeply with who we are and think we are in relation to place, land, and the world, grounded in an intricate sense of harmony? How can we move our work in botanic gardens beyond regarding land,...
Presentation
https://www.acfas.ca/evenements/congres/programme/85/500/503/c Nos sociétés sont structurellement diversifiées sur le plan linguistique, socioculturel et ethnique. Dans de tels contextes, la prise en compte de la diversité fait débat et est l’objet de réflexion et de recherche sous différents angles et à différents niveaux de fonctionnement de la...
Article
In this paper, we draw on data collected in the context of a three-year action research project that involved the development of after-school science clubs in three high schools in ethnically diverse communities, made possible through a partnership between a university, the schools and the community. We document the evolution of a youth-voice drive...
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In this paper, I focus on two teachers’ experiences with project-based museum-school partnerships that they participated in with their students. The partnerships implied collaborations with scientists, archaeologists, and artists in their classrooms, as well as informal educators from museums tied to the projects. The projects made new ways to enga...
Article
Marta Civil’s paper “STEM learning research through a funds of knowledge lens” can be read as a story about her trajectory as a researcher of everyday and school mathematics over time, grounded in sociocultural historical theory. Building on her work, I explore three issues. First, I address the grounding of STEM research in studies of learning and...
Chapter
Full-text available
Book Summary: Science learning that takes place between and at the intersections of formal and informal science environments has not been systematically reviewed to offer a comprehensive understanding of the existing knowledge base. Bringing together theory and research, this volume describes the various ways in which learning science in various se...
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Synthese en francais de l'article "Youth voice driven afterschool science clubs: A tool to develop new alliances in ethnically diverse communities in support of transformative learning for preservice teachers and youth"
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Abstract: Our longitudinal study unpacks how an informal summer science and mathematics enrichment program influenced the educational pathways of four first-generation college-bound students. Through the lens of identity-in-practice and navigations, we explore their figured worlds of science, positioning and authoring of self in science as they applie...
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Inspirés par les travaux de Vygotsky, nous examinons l’apprentissage selon une vision de l’individu comme créateur et agent de changement. En nous appuyant sur ses éléments clés de la théorie socioculturelle, nous entendons explorer ce qu’un tel concept, jumelé à celui de construction de l’identité, peut sous-tendre dans le cadre du fonctionnement...
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Bien que l’on entende souvent parler de la valeur éducative du jardinage, on pourrait se demander pourquoi un groupe d’adolescents en milieu urbain s’engagent, été après été, à s’occuper d’un petit jardin admiré par le public du Jardin botanique où les jardinets sont situés. Notre étude de cas porte sur le programme Jardins-jeunes, du Jardin botani...
Article
Depuis 30 ans, le département d’archéologie de l’Institut culturel Avataq organise des écoles de fouilles suivant le mandat en éducation que lui ont confié les aînés du Nunavik. La vocation des écoles de fouilles a évolué, de sorte que l’expérience vécue par les jeunes est devenue un outil pour encourager leur scolarisation. Des activités connexes...
Article
Marta Civil’s paper “STEM learning research through a funds of knowledge lens” can be read as a story about her trajectory as a researcher of everyday and school mathematics over time, grounded in sociocultural historical theory. Building on her work, I explore three issues. First, I address the grounding of STEM research in studies of learning and...
Article
Informal science education is a broad field of research marked by fuzzy boundaries, tensions, and muddles among many disciplines, making for an unclear future trajectory (or trajectories) for the field of study. In this commentary, I unpack some of the hidden dimensions, tensions and challenges the five articles raise or point to implicitly in term...
Article
Through two stories of youth voice, learning, and identity development in an afterschool science program for girls only, we show the ways in which such programs can be understood as important identity-building practices. We describe key dimensions of a sociocultural approach to youth voice, learning, and identity, situated also in the context of th...
Article
Honoring and building on the work of Margaret Eisenhart, this set of papers delimits the myriad ways that four studies have reimagined cultural forms, deployed ethnographic methods, and conceived of researcher ethical responsibilities in studying engineering and science learning. Framed by cultural production theory, critical intersectionality, act...
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Full-text available
Cet article aborde en général les enjeux et défis de la scolarisation en contexte urbain pluriethnique et défavorisé. Les auteures traitent cette problématique particulièrement sous l’angle du point de vue de parents d’élèves d’origine haïtienne et de celui d’intervenants communautaires de leur quartier qui collaborent avec l’école de leurs enfants...
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Grounded in sociocultural theory, this study explores how the figured world of science is reworked through a series of multi‐media activities that were introduced into a girls‐only conversation club in an after school program for Teens. The study is part of a multi‐sited ethnography in which we explored youths' engagement with science within three...
Chapter
In this chapter, I explore the role of university outreach and community science programs in the lives of diverse urban youth. Grounded in sociocultural theory, I take for granted that scientific literacy development entails an understanding of the range, or repertoires, of cultural practices the youth engage in, including such settings besides fam...
Article
Temporal and spatial configurations that constitute learning and identity work across practices have been little explored in studies of science literacy development. Grounded in multi-sited ethnography, this paper explores diverse girls' engagement with and identity work in science locally, inside a newsletter activity in an afterschool programme a...
Book
Informal learning, also called free choice learning or out-of-school time, is a relatively new field that has grown exponentially in the past 15 years. Research on the learning and teaching that takes place in these non-traditional, non-classroom environments, such as museums, gardens, afterschool and community programs, has enjoyed tremendous grow...
Chapter
Full-text available
What an amazing project! How proud we were to contemplate the results and to present them to the visitors. It's a project that got my students actively involved from the beginning given its inclusionary nature. To work with robots immediately got their attention. To work with aïbo was tempting too. The assembling and programming of the robots posed...
Chapter
Studies of science learning and identity development in out-of-school settings (OST) grounded in sociocultural historical theory attest to its important contribution to the development of science literacy in children and adolescents. Learning science takes many forms in quality OST settings and is typically initiated and directed by the youth thems...
Chapter
The brief exchange illustrates some of the positioning and subjective work that accompanied girls' engagement in the science newsletter activity in an afterschool program for girls only. One youth excused their talkative nature by labeling themselves as “being girls”, a means of self-positioning that helped them save face in light of their slow pro...
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En plus de la famille et de l’école, les programmes communautaires sont, pour les jeunes, un espace de réparation et d’éveil contribuant considérablement à leur développement et leur réussite scolaire. Dans le cadre d’une d’étude ethnographique multi-sites, nous avons exploré les occasions d’apprentissage et de développement identitaire qu’offrent...
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This study examined the representational competence of students as they solved problems dealing with the temperature-pressure relationship for ideal gases. Seven students enrolled in a first-semester general chemistry course and two advanced undergraduate science majors participated in the study. The written work and transcripts from videotaped thi...
Article
Classroom narratives and stories are rich and powerful in offering deep insights into classrooms and the reality of teaching-a reality critically re-examined in this forum. Discussing Maria's narratives led to reflections about what it takes to support teachers to become agents of more equitable science practices. Factors such as time and identity-...
Article
In what ways do urban youths’ hybridity constitute positioning and engagement in science-as-practice? In what ways are they “hybridizing” and hence surviving in a system that positions them as certain types of learners and within which they come to position themselves often as other than envisioned? To answer these questions, I draw from two ethnog...
Article
Partnerships between scientists and students have a long history (John-Steiner, 2000; Pycior, Slack, & Abir-Am, 1996; Tinker, 1997). Typically, through joint activity over prolonged periods of time, old and new ways of thinking are being developed. Given the recognition that “generative ideas emerge from joint thinking, from significant conversatio...
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Full-text available
In this article, we explore how two informal educational contexts—an aquarium and an after-school science program—enabled disenfranchised learners to adopt an identity as insiders to the world of science. We tell the stories of four youth, relating what doing science meant to them and how they positioned themselves in relation to science. We contri...
Article
What would it take for youth to come to see science as a source of inspiration, as something intriguing and valuable, and as a world including them as active agents and legitimate members irrespective of who they are or who they want to become? I attempt to find some answers to this question by listening in on what youth have to say about science a...
Article
Partnerships with practising scientists and museums have become an indispensable tool for offering enriched and meaningful hands‐on science‐learning opportunities, particularly for impoverished urban youth. Yet few studies have examined science in the making in such unique contexts. In this paper, I use qualitative ethnographic case studies to inve...
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Résumé Cet article étudie la question de l’iniquité d’accès aux activités parascolaires et aux programmes communautaires en sciences chez les jeunes provenant de milieux défavorisés. Nous avons examiné comment les jeunes profitent de leurs temps libres et nous sommes intéressés à la vulgarisation des sciences, comme le proposent les musées, certain...
Article
Afterschool and community science programs have become widely recognized as important sanctuaries for science learning for low-income urban youth and as offering them with “missing opportunities.” Yet, more needs to be known about how youth, themselves, perceive such opportunities. What motivates youth to seek out such opportunities in the nonschoo...
Article
Afterschool and community science programs have become widely recognized as important sanctuaries for science learning for low-income urban youth and as offering them with “missing opportunities.” Yet, more needs to be known about how youth, themselves, perceive such opportunities. What motivates youth to seek out such opportunities in the nonschoo...
Article
In this paper, I address some of the unique challenges of studies of learning in museums through a microanalytic case study of meaning-making among a group of youth and a curator. Through an examination of youths' forms of participation in one exhibit, I illustrate local meaning making achieved through multiple modalities—by doing, talking, and the...
Chapter
Full-text available
In this chapter, I examine symbolic systems not usually thought of as textual—a community garden and a science laboratory. Most important, I focus on how such texts mediate science literacy development. In doing so, I rely on sociocultural theory within which text is understood as a tool for meaning-making and literacy development (Vygotsky, 1978;...
Article
We make the case for an emergent notion of authenticity of science based on systems theory and neo-Piagetian thought. We propose that authentic science is an emergent property of a dynamic system of learning precipitated by the interactions among students, teachers, and scientists that occur within the contexts defined by the internal and external...
Article
An emphasis on doing science calls for rich descriptions of the kind of science that gets done in such informal educational contexts as science museums and science-focused after-school and summer programs. Described in this article is a study of an inner-city youth gardening program and of the kinds of learning opportunities that it supported and t...
Article
Children have ample opportunities to learn about science outside of school through visits to science museums, participation in extra-curricular science programs, and by pursuing experiments at home, yet few studies have examined what it means to do science in such places and how such ways of knowing might become integrated with, or differentiated f...
Article
Analyses of children's participation in cultural practices typically focus on the ways in which dimensions of activities shape the nature of children's participation and learning. In contrast, our concern in this article is to understand how children, in their participation, transform cultural practices. We use Saxe's (1991) emergent goals framewor...
Article
The purpose of this study was to examine the kinds of learning opportunities in science provided by an inner-city youth gardening program---City Farmers. I was interested in the meaning of science in that setting, as made and conveyed through the activities in the garden and the discourse that emerged as youth were engaged in science activities. I...
Article
The Draw-A-Scientist Test is an assessment tool devised to explore and measure children's stereotypical views of scientists. We administered this test to a group of 49 undergraduate and postgraduate students enrolled in a teacher certification program. While this was originally intended as a purely pedagogical exercise, we were struck by the degree...
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Tests the effectiveness of a teacher education course designed to reduce teacher biases, increase their commitment to social justice, and entice them towards collaboration with community members. Results show a positive increase in all areas of focus except social activism. (GR)
Article
The dominant theory of transfer of training is a theory of "common elements" based on Anderson′s ACT* theory of skill acquisition (Singley & Anderson, 1989). In this theory, the knowledge acquired while learning a skill is encapsulated in procedures called production rules. Transfer between tasks is predicted to occur to the extent that the two tas...

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Projects (2)
Project
2016-2020 Fonds de recherche, société et culture 1. Documentation of informal educational practices with Inuit youth, families, communities and schools that matter in light of a holistic life-long learning model and Inuit Education 2. Documentation of life-long learning in community science research projects 3. Creation of stories of life-long learning pathways
Project
2016-2021 Social Sciences and Humanities Research Council (SSHRC): Issues to be addressed: Learners (youth, teachers, animators) come into contact with Science,Technology, Engineering and Mathematics (STEM) in many different settings, a reality that requires them to also navigate among such spaces and to continuously re-define their relationship to multiple science practices. Hence, the study of learning and identity development in STEM calls for an understanding of learners' repertoires of cultural practices such as school, afterschool and community science programs, and how they support learners' engagement and identity work in STEM in ways meaningful and empowering to them. Taken together, those practices can be understood as learning ecologies and call for the study of learners' navigations among them as well as an interest in pathways of learning and identity development in STEM over time. The proposed project builds on that literature and conceptual understanding as follows. Objectif 1: We are interested in studying formal and informal STEM education in place and document learners' forms of engagement, agency and identity work in STEM through the study of two innovative projects in school (robotics and electronics) and two programs outside of school (media production and gardening), offered to youth at the end of elementary and beginning of high school through a community organization in Montreal called "la ruelle de l'avenir." We use the term learner in this project to refer to youth, teachers, animators and community partners involved in the activities studied, whose learning, learning ecologies, and mobilities we will document. Objectif 2: By expanding our angle towards the study of learning and identity in STEM across space and time, we will also study learners' learning ecologies and describe learners' navigations of educational sites that offer opportunities for meaningful engagement with STEM. Objectif 3: By following some focal learners over time (five years), we then describe pathways of learning and identity in STEM. Objectif 4: We will also develop a STEM learning community and engage a subset of all stakeholders (youth, teachers, animators, community partners and researchers) in the co-design of new activities for and with youth, next to new forms of teacher education models. In doing so, we are guided by design-based implementation research (DBIR), an iterative and collaborative design approach that will lead to the joint development of a learning community and model supportive of new practices that are co-designed and owned by all its stakeholders. Potential contributions: The study will offer rich insights into new ways of conceptualizing and supporting learning and identity development in STEM in place, across practices and over time, driven by learners' mobilities and as embedded in complex networks of practices. It will help us unpack learners' pathways in STEM and build on it by designing effective learning networks and learning communities in STEM, supportive also of teacher, animator and community partner training, next to meaningful youth interest driven forms of engagement with STEM. Wider benefits: The study will challenge long-held views about a dichotomy between school and out-of-school learning and identity development in STEM, and contribute to the current discourse about building sustainable learning communities that matter to students, teachers and administrators. As such the study may offer new ideas about community school models, participatory research methods, and teacher and community animator training (pre- and in-service), all essential for responding to an ever more diverse learner population with diverse needs and strengths, and that is on the move.