Collaborative Imaginaries and Multi-Sited Ethnography: Space-Time Dimensions of Engagement in an Afterschool Science Programme for Girls

Autor/in	Rahm, Jrene
Titel	Collaborative Imaginaries and Multi-Sited Ethnography: Space-Time Dimensions of Engagement in an Afterschool Science Programme for Girls
Quelle	In: Ethnography and Education, 7 (2012) 2, S.247-264 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-7823
DOI	10.1080/17457823.2012.693696
Schlagwörter	Ethnography; After School Programs; Science Education; Scientific Literacy; Females; Elementary School Students; Urban Schools; Grade 6; High School Students; Newsletters; Interviews; Focus Groups; Immigrants; Foreign Countries; Student Development; Learner Engagement; Cultural Influences; Student Attitudes; Disproportionate Representation; Participatory Research; Informal Education; Cooperative Learning; Canada (Montreal) + Suchen Sie Ihr Suchwort? Ethnografie; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Naturwissenschaftliche Bildung; Weibliches Geschlecht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 06; 6. Schuljahr; Schuljahr 06; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Interviewing; Interviewtechnik; Immigrant; Immigrantin; Immigranten; Ausland; Cultural influence; Kultureinfluss; Schülerverhalten; Forschungstätigkeit; Informelle Bildung; Nichtformale Bildung; Kooperatives Lernen
Abstract	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 and globally, by exploring two girls' trajectories of identification and cultural repertoires of science over time and across space. This study illustrates the ways diverse space-time configurations marked the girls' local meaning making of science. The study also speaks to the importance of recognising the diversity of girls' trajectories and positioning in science and the difficulty in understanding their layers of contradictions. Essentially, the collaborative imaginary is a partial account and co-construction of researcher and researched that unpacks the many time-space configurations that mark diverse girls' science literacy development in a world characterised by globalisation. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10