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Les Scientifines:  

Learning and Identity Pathways

Digital Storytelling and Documentaries in and about Science: A Means to Engage in Youth-Led Research


Working with girls in a number of ways over time through my involvement with an afterschool program in Montreal called Les Scientifines, and also my work together with Allison Gonsalves in another community program, I had some unique opportunities to engage with girls in youth-led research through the creation of video documentaries about science, their perception of science and the manner they perceive the role of afterschool programs for their science literacy development and education for life! These projects made evident youths’ navigations into science, mediated through engagement with science in to them meaningful practices.

More recently, together with a group of girls, we also explored their identity work in science over time through the joint-production of timelines, exploring their pathways in science over time.


We thank the girls, their parents, the councellors and the community programs who helped us in our project over time. We also would like to thank the Social Sciences and Humanities Research Council (SSHRC; Rahm and Gonsalves) and the Fonds de Recherche Société et Culture Québec (FRQSC; Gonsalves).

To learn more...

Links to some of the work we have been engaged in:


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

  • 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. (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.

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