A Critical Analysis of Time-Space Configurations of Learning and Identity Work in Science Clubs: Digital Documentaries and Newsletter Writing as Ways Into Science?

• In Event: Reframing Informal Science Education in Light of Diversity, Equity, Democracy, and Critical Science Literacy

Abstract

Objectives
What does engagement in and with science outside of school look like within different settings that have different histories and current conditions, that need to respond to diversity in terms of its population in different ways (Gutiérrez & Rogoff, 2003)? What can such single space based studies of informal science learning tell us about the time-space configurations of learning and identity in science? How does such engagement and identity work add up, once seen in a larger network of practices differentiated by power (Nespor, 2004)? We respond to these questions through a critical analysis of diverse youths’ engagement in the production of a digital documentary and science newsletter in two different out-of-school sites that are part of a multi-sited ethnography.
Theoretical Framework
Grounded in sociocultural historical theory, we explore forms of engagement with science in these two settings and the manner learning and identity in science were mediated by different cultural tools embedded in these practices (Gutiérrez & Lee, 2009; Holland, Lachicotte, Skinner & Cain, 1998; Nasir & Cooks, 2009). We also examine the manner time-space configurations constituted learning and identity work in science within and beyond the programs (Lemke, 2000; Nespor, 2004).
Methods
ScienceGirls is an afterschool science program, and ArtsScience, a club in a community organization serving immigrant families. They are set in two different underserved communities with high concentrations of recent immigrant families. We draw upon data from a two-year multi-sited video-ethnography (Marcus, 1998), supplemented by fieldnotes, interview data and artifacts. We offer stories of four focal youth (two from each setting, ranging in age from 11-15 yrs), arrived at through a bricolage of the diverse data sources (Kincheloe & Berry, 2004).
Results
Kassandra’s writing of a poem for the newsletter offers insights into ways she managed to author herself inside ScienceGirls - as somebody interested in writing in ways that helps her deal with issues of youth culture she currently struggled with, yet also in ways that makes her writing scientific enough to be included in the newsletter. Her disinterest in science gathered through negative experiences outside of the program constituted her positioning within it in ways that made her experience agency locally. How it led to capital to build on in her future trajectory, as a youth with roots in Liban and as highly concerned about academic achievement, is unclear. In contrast, Pablo’s documentary about the extinction of dinosaurs was a means to be creative with technology and putting some scientific facts to use. It reinforced his identity as an insider to technology, which was further nurtured outside of the program as his navigations of other spaces attests to.
Scientific significance
The study offers insights into the complex network of practices that constitute learning and identity in science and makes apparent how youths’ capital makes possible movement among a vast set of powerful practices for some, yet not others. It calls for more nuanced and critical analysis of informal learning sites as places towards equity and possibilities for diverse youth in science.

Authors

• Jrene Rahm, University of Montreal

• Audrey Lachaîne, Université de Montréal