LIVRES 

• Rahm, J., & Tagalik, S. (2024). Inuit Qaujimajatuqangit – Ce que les Inuits savent depuis toujours. (C. Ego, Trad.). Presses de l’Université du Québec. (Œuvre originale publiée 2017).
• Ash, D., Rahm, J., & Melber, L. (Eds.)(2012). Putting theory into practice : Tools for research in informal settings. Rotterdam, Netherlands: Sense Publishers.
• Rahm, J. (2010) 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. Rotterdam, Netherlands: Sense Publishers.

CHAPITRES

Rahm, J. (2023). A Mobility Lens to the Study of Learning and Identity Pathways in Science of Youth and Community Partners: Implications for the Joint-Design of Equity Driven Innovative Science Learning and Teacher Education. Dans G. S. Carvalho, Z. Anastácio, & A. S. Afonso (Eds.), Contributions from science education research: Fostering Scientific Citizenship in an Uncertain World - Selected Papers from the ESERA 2021 Conference. Springer.

Rahm, J., Fahrni, L., & Touioui, F. (2023). A mobile theory of learning and becoming in and through relations of dignity: A research framing for research outside the classroom. Dans P. Patrick (Ed.), Applying Learning Theories in Research Outside the Classroom: How People Learn Science in Informal Environments—Adult Learning, Afterschool Programs, Aquariums, Arboretums, Community Spaces, Environmental Learning Centers, Museums, Rivers, Science Centers, and Zoos. Springer. 

Takeuchi, M. A., Vadeboncoeur, J. A., Krishnamoorthy, R., Hladik, S., Rahm, J., Kim, B., & Clark, D. (2022). Refiguring and transforming the Learning Sciences: A dialogical field-in-the-making. Dans M.-C. Shanahan, B. Kim, M. Takeuchi, Koh, Preciado-Babb, & P. Sengupta (Dir.). The learning sciences in conversation: Theories, methodologies, and boundary spaces. Routledge.

Rahm, J., Tagalik, S., & Baker, K. (2022). Youth’s relationship with the land, each other, and their community: A critical lens and engagement with the transdisciplinary and heterogeneous. Dans M.-C. Shanahan, B. Kim, M. Takeuchi, Koh, Preciado-Babb, & P. Sengupta (Dir.). The learning sciences in conversation: Theories, methodologies, and boundary spaces. Routledge.

Rahm, J. (2021). Connecting with people, places, and histories through archaeology: Youths’ development of sustainabilities’ In M. Achiam, J. Dillon, & M. Glackin (Eds.), Addressing wicked problems through science education: The role of out-of-school experiences. Springer.

Rahm, J., Potvin, P., & Vazquez, J. (2019). Science education in Quebec. In C. Tippet & T. Milford (Eds.), Science education in Canada. Springer. 

Adams, J. D., Barma, S., Rahm, J., Sengupta, P., Shanahan, M. C., Hladik, S., Paré, D., Chaffee, R., Luehmann, A., Calabrese Barton, A., Greenberg,D., Thompson, J., Haganah, S., & O’Connor, K. (2018). Unpacking signs of learning in complex social environments: Desettling neoliberal market driven educational methodologies, epistemologies and recognitions of learning. In J. Kay & R. Luckin (Eds.), Proceedings of the 11th International Conference of the Learning Sciences (ICLS), London, 1320-1327.

Rahm, J., & L.-Lachaîne, A. (2018). La cocréation avec des jeunes issus de l’immigration: un espace de dialogue mettant en lumière leurs parcours éducatifs et leurs projets identitaires. In F. Kanouté, & J. Charette (Eds.), Diversité socioculturelle et ethnique dans les espaces d’apprentissage et de formation scolaires au Québec (pp. 43-59). Presses de l’Université de Montréal (PUM).

PUBLICATIONS 

Rahm, J. (2024). “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, DOI: 10.1080/02635143.2024.2304583

Tagalik, S., Baker, K., Karetak, J., & Rahm, J. (2023). 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.  https://doi.org/10.1002/tea.21881

Lemieux, A., Boyle, L. & Simmonds, E., & Rahm, J. (2023). Working towards more socially just futures: Five areas for transdisciplinary literacies research. Literacy. https://doi.org/10.1111/lit.12321

Rahm, J., & Gonsalves, A. (2023). Refiguring research stories of science identity by attending to the embodied, affective, and non-human. Frontiers, 8. (Within special issue, Designing for contemporary relevance and authenticity – Identity as a lens for reimagining science activities at the interface of science education and communication). https://www.frontiersin.org/articles/10.3389/feduc.2023.1083992/full

Rahm, J., Gonsalves, A., Touioui, F., Anaviapik-Soucie, T., & L’Hérault, V. (2022). Learning and becoming in movement at the intersection of formal and informal science: Attending to wayfaring, intersectionality, emotions and epistemologies. International Journal of Informal Science and Environmental Learning, Vol 2(3). Disponible en ligne : https://www.diopress.com/_files/ugd/b89959_a650d9339d254b0dab4b8603371bbc82.pdf

Rahm, J., Tremblay-Gagnon, D., Touioui, F., Fahrni, L. (2022) « Sortir du cadre » : Les formes multiples des relations éducatives et de participation grâce aux alliances écoles-familles-organisme communautaire, une étude de cas. Revue Internationale de CRIRES : Innover dans les traditions de Vygotsky, Vol 6(1). Disponible en ligne : https://revues.ulaval.ca/ojs/index.php/RIC/article/view/51448

Rahm, J., Gonsalves, A., & Lachaîne, A. (2022). Young women of color figuring science and identity within and beyond an afterschool science program. Journal of the Learning Sciences. 31:2, 199-236, DOI: 10.1080/10508406.2021.1977646

Rahm, J., Turpin-Samson, A., & Berberovic, A. (2021). À la rencontre de l’autre : l’apport pédagogique d’un jumelage interculturel ponctuel dans un programme communautaire pendant la formation initiale des enseignants. McGill Journal of Education / Revue des sciences de l'éducation de McGill 56, no. 2-3: 80–100. https://doi.org/10.7202/1096446ar

Rahm, J. (2021). Identity and agency in informal science education through the lens of equity and social justice. In Oxford Research Encyclopedia of Oxford Research Encyclopedia of Education. Oxford University Press. doi: https://doi.org/10.1093/acrefore/9780190264093.013.1506

Rahm, J. et al. (Tagalik, S., Billard, G., Anoee, E., l’Hérault, V., Truchon, M.-H.) (2019). La contribution des jeunes Inuits et des programmes communautaires à l'apprentissage et à la persévérance tout au long de la vie. (Published also in English: The contribution of Inuit youth and community-driven programs to life-long learning and perseverance). Revue de la persévérance et de la réussite scolaires chez les premiers peuples, 3, 102-105.

Fahrni, L., Touioui, F., Rahm, J., Bergeron, J., & Charrette, F. (2021). Les alliances école-organisme communautaire : un levier clé pour le soutien de l’apprentissage et de la réussite éducative de tous. Vivre le primaire, 34(2), 71-80.

Rahm, J., & Desrosiers, P. (2019). Sivunitsatinnut ilinniapunga (For our future, I got to school) : A description of an archaeology field school and photo exhibit project in Nunavik, Northern Canada. Canadian Journal of Native Studies, 41(1), 122-145.

Rahm, J. (2018). Youths’ navigations of botanical gardens: Bids for recognition, ways to desettle practice. Environmental Education Research.  https://doi.org/10.1080/13504622.2018.1469731

RAPPORTS DE RECHERCHE

Rahm, J. et coll. (2020). Un projet collaboratif avec les jeunes inuits, leurs familles et communautés : la persévérance scolaire sous l'angle des pratiques éducatives informelles, de la recherche scientifique communautaire et des cheminements éducatifs https://frq.gouv.qc.ca/histoire-et-rapport/un-projet-collaboratif-avec-les-jeunes-inuits-leurs-familles-et-communautes-la-perseverance-scolaire-sous-langle-des-pratiques-educatives-informelles-de-la-recherche-scientifique-communautaire-e/

SITE WEB EN LIEN AVEC LE PROJET « Inunnguiniq »

https://fr.inuitlededucation.com/