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"The strawberry in the pot that became something" - entanglements of bodies, materials, and affect in science activities supported by a community organization

Research in science & technological education, 2024-01, Vol.42 (1), p.180-201

Rahm, Jrène

2024

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The Restorying of STEM Learning Through the Lens of Multiples

Cognition and instruction, 2019-07, Vol.37 (3), p.408-413

Rahm, Jrène

2019

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Reframing research on informal teaching and learning in science: Comments and commentary at the heart of a new vision for the field

Journal of research in science teaching, 2014-03, Vol.51 (3), p.395-406

Rahm, Jrène

2014

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Rebuilding Relations and Countering Erasure through Community-Driven and Owned Science: A Key Tool to Inuit Self-Determination and Social Transformations

Journal of research in science teaching, 2023-10, Vol.60 (8), p.1697-1722

2023

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A case study of long-term engagement and identity-in-practice: Insights into the STEM pathways of four underrepresented youths

Journal of research in science teaching, 2016-05, Vol.53 (5), p.768-801

2016

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Youths' navigations of botanical gardens: bids for recognition, ways to desettle practice

Environmental education research, 2018-08, Vol.24 (8), p.1115-1127

Rahm, Jrène

2018

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Young women of color figuring science and identity within and beyond an afterschool science program

The Journal of the learning sciences, 2022-03, Vol.31 (2), p.199-236

2022

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"We could think of things that could be science": Girls' re-figuring of science in an out-of-school-time club

Journal of research in science teaching, 2013-11, Vol.50 (9), p.1068-1097

2013

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Stories of learning, identity, navigations and boundary crossings in STEM in non-dominant communities: new imaginaries for research and action

Cultural studies of science education, 2016-03, Vol.11 (1), p.61-75

Rahm, Jrène

2016

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Refiguring research stories of science identity by attending to the embodied, affective, and non-human

Frontiers in education (Lausanne), 2023-02, Vol.8

2023

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Educating science teachers for sustainability: questions, contradictions and possibilities for rethinking learning and pedagogy

Cultural studies of science education, 2018-06, Vol.13 (2), p.581-598

2018

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Working towards more socially just futures: five areas for transdisciplinary literacies research

Literacy (Oxford, England), 2023-05, Vol.57 (2), p.185-197

2023

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Urban youths’ hybrid positioning in science practices at the margin: a look inside a school–museum–scientist partnership project and an after-school science program

Cultural studies of science education, 2008-04, Vol.3 (1), p.97-121

Rahm, Jrène

2008

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Collaborative imaginaries and multi-sited ethnography: space-time dimensions of engagement in an afterschool science programme for girls

Ethnography and education, 2012-06, Vol.7 (2), p.247-264

Rahm, Jrene

2012

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Youths’ and scientists’ authoring of and positioning within science and scientists’ work

Cultural studies of science education, 2007-02, Vol.1 (3), p.517-544

Rahm, Jrène

2007

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Emergent learning opportunities in an inner-city youth gardening program

Journal of research in science teaching, 2002-02, Vol.39 (2), p.164-184

Rahm, Jrene

2002

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PUTTING THEORY INTO PRACTICE: Tools for Research in Informal Settings

1. Aufl., 2012

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Sivunitsatinnut ilinniapunga: l’archéologie inuit et l’apprentissage

Etudes Inuit, 2015, Vol.39 (2), p.259-283

2015

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La voix des jeunes a l'ecole et au-dela: envisager de nouvelles possibilites

Canadian journal of education, 2014-07, Vol.37 (1), p.1

2014

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Reimagining Science Education in Neoliberal Global Contexts: Sociocultural Accounts of Science Learning in Underserved Communities

Mind, culture and activity, 2016-07, Vol.23 (3), p.183-187

2016

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Sivunitsatinnut ilinniapunga: l’archeologie inuit et l’apprentissage

Etudes Inuit, 2015-07, Vol.39 (2), p.259-283

2015

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Multiple modes of meaning-making in a science center

Science education (Salem, Mass.), 2004-03, Vol.88 (2), p.223-247

Rahm, Jrene

2004

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New Ground: Pushing the Boundaries of Studying Informal Learning in Science, Mathematics, and Technology

1, 2015

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Learning environments at the margin: Case studies of disenfranchised youth doing science in an aquarium and an after-school program

Learning environments research, 2008, Vol.11 (1), p.49-62

2008

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Sivunitsatinnut ilinniapunga: l'archeologie inuit et l'apprentissage

Etudes Inuit, 2015-01, Vol.39 (2), p.259-283

2015

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"The strawberry in the pot that became something" - entanglements of bodies, materials, and affect in science activities supported by a community organization

The Restorying of STEM Learning Through the Lens of Multiples

Reframing research on informal teaching and learning in science: Comments and commentary at the heart of a new vision for the field

Rebuilding Relations and Countering Erasure through Community-Driven and Owned Science: A Key Tool to Inuit Self-Determination and Social Transformations

A case study of long-term engagement and identity-in-practice: Insights into the STEM pathways of four underrepresented youths

Youths' navigations of botanical gardens: bids for recognition, ways to desettle practice

Young women of color figuring science and identity within and beyond an afterschool science program

"We could think of things that could be science": Girls' re-figuring of science in an out-of-school-time club

Stories of learning, identity, navigations and boundary crossings in STEM in non-dominant communities: new imaginaries for research and action

Refiguring research stories of science identity by attending to the embodied, affective, and non-human

Educating science teachers for sustainability: questions, contradictions and possibilities for rethinking learning and pedagogy

Working towards more socially just futures: five areas for transdisciplinary literacies research

Urban youths’ hybrid positioning in science practices at the margin: a look inside a school–museum–scientist partnership project and an after-school science program

Collaborative imaginaries and multi-sited ethnography: space-time dimensions of engagement in an afterschool science programme for girls

Youths’ and scientists’ authoring of and positioning within science and scientists’ work

Emergent learning opportunities in an inner-city youth gardening program

PUTTING THEORY INTO PRACTICE: Tools for Research in Informal Settings

Sivunitsatinnut ilinniapunga: l’archéologie inuit et l’apprentissage

La voix des jeunes a l'ecole et au-dela: envisager de nouvelles possibilites

Reimagining Science Education in Neoliberal Global Contexts: Sociocultural Accounts of Science Learning in Underserved Communities

Sivunitsatinnut ilinniapunga: l’archeologie inuit et l’apprentissage

Multiple modes of meaning-making in a science center

New Ground: Pushing the Boundaries of Studying Informal Learning in Science, Mathematics, and Technology

Learning environments at the margin: Case studies of disenfranchised youth doing science in an aquarium and an after-school program

Sivunitsatinnut ilinniapunga: l'archeologie inuit et l'apprentissage

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