LIVRES 

• 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., Fahrni, L., & Touioui, F. (2022.). 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. New York: Springer. Juin 2022.

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. Mai 2022.

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. Mai 2022.

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. New York: Springer.

Rahm, J., Potvin, P., & Vazquez, J. (2019). Science education in Quebec. In C. Tippet & T. Milford (Eds.), Science education in Canada. New York, NY: Springer. Publication date March 2019.

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).

Rahm, J. (2016). Video making projects in STEM afterschool clubs : A dialogue among identities, ways of knowing and doing in and with science. L. Avraamidou & M. Roth (Eds.). Intersections Between Formal and Informal Science (pp. 69-81). New York, NY: Routledge.

Rahm, J. & Lachaîne, A. (2016). L’apprentissage et le développement de soi à travers des espaces éducatifs divers : Un regard sur l’enjeu des programmes parascolaires et communautaires en contexte pluriethnique. Dans M. Potvin, M.-O. Magnan et J. Larochelle-Audet (Dir.), La diversité ethnoculturelle, religieuse et linguistique en éducation au Québec.  Théorie et pratique. Montréal, QC : Fides. Role: Written with PhD student, I took the lead given time constraints on part of student. Part of SSHRC project from 2010.

Rahm, J. (2014). Space-time configurations of youth-voice driven science practices:Insights into local and global mobilities. Dans J. Vadeboncoeur (Ed.), Designing educational programs with and for youth: Alternative and flexible contexts for learning. Annual NSSE Yearbook Series.

Rahm, J. (2013). Afterschool and community programs’ role in supporting immigrant youth: Stories of opportunities for youths’ identity work and learning for life. Dans N. Trépanier (Ed.),Plaidoyer pour une école communautire/Making the case for community schools. Montréal, QC : Éditions Nouvelles.

PUBLICATIONS 

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, 56(2).

Rahm., J. & Touioui, F. (2021). “It’s working – We’re Bosses” - A study of contentious moments of learning, identity, and power. Proceedings of the International Association of the Learning Sciences, 625-628.

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., Tagalik, S., & Baker, K. (2020). Youths’ relationships with the land, each other, and their community: A critical lens and engagement with the transdisciplinary and heterogeneous. In M. Takeuchi, J. Adams, et coll. (Eds.), Rethinking transdisciplinarity in the Learning Sciences: Critical and Emergent Perspectives. Proceedings of the International Association of the Learning Sciences.

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. Available online : https://doi.org/10.1080/13504622.2018.1469731

Rahm, J. & Gorges, A. (2017). Educating science teachers for sustainability: Questions, contradictions and possibilities for rethinking learning and pedagogy. Cultural Studies of Science Education (available on-line). https://doi.org/10.1007/s11422-017-9822-4

Rahm, J. (2016). Project-based museum-school partnerships in support of meaningful student interest- and equity driven learning across settings. Canadian Review of Art Education: Research and Issues, 43(1), 184-198.

Rahm, J., Malo, A., & Lepage, M. (2016). Youth-voice driven after-school science clubs: A tool to develop new alliances in ethnically diverse communities in support of transformative learning for preservice teachers and youth. Alterstice, Revue Internationale de la Recherche Interculturelle, 6(1), 39-56.

Rahm, J. & Moore, J. (2015). 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. En ligne onlinelibrary.wiley.com/doi/10.1002/tea.21268/abstractRahm, J., Boulanger, E., Hébert, I., Journet, G., & Lachaîne,, A. (2015.) L’apprentissage expansif et construction identitaire des jeunes au travers la production d’un documentaire scientifique : Une étude de cas d’une équipe et projet qui amène à l’agentivité transformatrice. Revue International du CRIRES : Innover dans la tradition de Vygotsky. En ligne:ojs.crires.ulaval.ca/index.php/ric/article/view/20

Rahm, J., Martel-Reny, M.-P., & Simard, V. (2015). « J’aime jardiner et rapporter quelque chose à la maison. » Le jardin botanique comme outil de développement des jeunes. Éducation et Francophonie. Disponible en ligne.Rahm, J. (2014). « I always enjoyed touching the soil and growing things! » A spatial analysis of youth gardening in a botanical garden. Brazilian Journal of Research in Science Education. Disponible en ligne.

Rahm, J. (2014). 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.Rahm, J. & Malo, A. (2014). Introduction to youth voice in and outside of school. Canadian Education Journal, 37(1). Disponible en ligne.

Malo, A., & Rahm, J. (2014). Introduction : Youth voice. Numéro spéciale, thématique, bilingue (anglais/français), Canadian Education Journal. 37(1), en ligne.

Rahm, J., Lachaîne, A., & Mathura, A. (2014). Youth voice and positive identity building practices : The case of ScienceGirls. Canadian Education Journal. 37(1), en ligne.

Rahm, J. (2014). 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, 51, 395-406.

Gonsalves, A., & Rahm, J. (2013). “We could think of things that could be science”:  Girls’ refiguring of science and self in an out-of-school-time club. Journal of Research in Science Teaching, 50(9), 1068-1097.

Rahm, J., Lachaîne, A., Martel-Reny, M.-P., & Kanouté, F. (2012). Le rôle des organismes communautaires dans la réussite scolaire et le développement identitaire des jeunes issus de l'immigration. Diversité Urbaine, 12(1), 87-104.

Rahm, J. (2012). Collaborative imaginaries and multi-sited ethnography: Space-time dimensions of engagement in an afterschool science program for girls. Ethnography and Education, 7(2), 247-264.

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/