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AltersticeRevue internationale de la recherche interculturelleInternational Journal of Intercultural ResearchRevista International de la Investigacion Intercultural

Youth-voice driven after-school science clubs: A tool to developnew alliances in ethnically diverse communities in support oftransformative learning for preservice teachers and youthJrène Rahm, Annie Malo et Michel Lepage

Prendre en compte la diversité à l’écoleVolume 6, numéro 1, 2016

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Citer cet articleRahm, J., Malo, A. & Lepage, M. (2016). Youth-voice driven after-school scienceclubs: A tool to develop new alliances in ethnically diverse communities insupport of transformative learning for preservice teachers and youth.Alterstice, 6 (1), 39–51. https://doi.org/10.7202/1038277ar

Résumé de l'articleIn this paper, we draw on data collected in the context of a three-year actionresearch project that involved the development of after-school science clubs inthree high schools in ethnically diverse communities, made possible through apartnership between a university, the schools and the community. Wedocument the evolution of a youth-voice driven science club over time and thekind of transformative learning it supported for youth who are for the mostpart first-generation immigrants growing up in an underserved urban centre.We also explore how the alliance between the university, the school and thecommunity enriched the learning ecologies of the participating youth and howit was experienced by the instructors and preservice teachers who pursuedservice learning projects in the clubs as part of their university course work ineducation. We show how such diverse experiences offer rich insights into waysof building alliances among schools, community resources and the universityto support equity-driven practices that are inclusive and supportive ofethnically diverse youth with complex immigration histories.

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ARTICLETHÉMATIQUE

Youth-voicedrivenafter-schoolscienceclubs:AtooltodevelopnewalliancesinethnicallydiversecommunitiesinsupportoftransformativelearningforpreserviceteachersandyouthJrèneRahm1,AnnieMalo1andMichelLepage1

Abstract

In thispaper,wedrawondata collected in the contextofa three-yearaction researchproject that involved thedevelopmentofafter-schoolscienceclubs inthreehighschools inethnicallydiversecommunities,madepossiblethrough a partnership between a university, the schools and the community.We document the evolution of ayouth-voicedrivenscienceclubovertimeandthekindoftransformativelearningitsupportedforyouthwhoareforthemostpartfirst-generationimmigrantsgrowingupinanunderservedurbancentre.Wealsoexplorehowthealliancebetweentheuniversity,theschoolandthecommunityenrichedthelearningecologiesoftheparticipatingyouthandhowitwasexperiencedbytheinstructorsandpreserviceteacherswhopursuedservicelearningprojectsintheclubsaspartoftheiruniversitycourseworkineducation.Weshowhowsuchdiverseexperiencesofferrichinsightsintowaysofbuildingalliancesamongschools,communityresourcesandtheuniversitytosupportequity-drivenpracticesthatareinclusiveandsupportiveofethnicallydiverseyouthwithcompleximmigrationhistories.

Rattachementdesauteurs1UniversitédeMontréal,Montréal(Québec),Canada

Correspondence

[email protected]

Motsclés

after-schoolscienceclubs,immigrantyouth,teachertraining

Pourcitercetarticle

Rahm, J., Malo, A. et Lepage, M. (2016). Youth-voice driven after-school science clubs: A tool to develop newalliancesinethnicallydiversecommunitiesinsupportoftransformativelearningforpreserviceteachersandyouth.Alterstice,6(1),39-52.

JrèneRahm,AnnieMaloandMichelLepage


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Introduction

Youth-voicedrivenafter-schoolscienceclubsareimportantvenuesforimmigrantyouthtoengagewithscienceandmedia in meaningful ways (Rahm, 2013). They also provide safe spaces for them to explore their history ofimmigration and aspirations for the future (Rahm, Lachaîne, Martel-Reny and Kanouté, 2012). They offermultilingual and transcultural childrenand youthopportunities tomobilize their funds of knowledge to supportgenerative and transformative ways of learning and becoming (Tan and Calabrese Barton, 2012). Communityprogramsandafter-school science clubsalsoprovide important settings forpreservice teachers tomakecontactwithyouthwithdifferenthistoriesfromtheirownlivingincommunitiesthatareunknowntothem.Throughsuchplacements,preserviceteacherslearnaboutimmigrantstudents’lives,developconnectionswiththeircommunitiesand families and gain an understanding of the rich funds of knowledge immigrant students bring to a learningsituation (McDonald, Bowman and Brayko, 2013;Murrell, 2000). Few studies, however, have explored in detailhow youth-voice driven after-school science clubs develop over time in urban centres and settings that serve astudentbodythatisvastlydiverseintermsoflanguage,countryoforiginandimmigrationhistory.Wealsoneedtobetterunderstandhowsuchsettingsandpracticesenrichthelocallearningecologiesofunderservedcommunitiesandstudentswithcompleximmigrationhistories,aswellasothersinadjacentuniversitieswhorarelyventureintolearningecologies thatareunfamiliar to them.Weneed toexplorehowyouth-voicedriven after-school scienceclubs mediate the development of alliances that support transformative learning for the involved youth anduniversity students in education. The latter is particularly important given the extent towhichmost university-basedteachereducationprogramsarestilldisconnectedfrompractice(Zeichner,2010aand2010b).Wealsoknowthat, ingeneral,preservice teachersarenotadequatelyprepared torespond totheacademicstrugglesstudentsexperienceasaresultofculturaldiscontinuitiestiedtoculture,languageandhistoriesthatarequitedifferentfromtheirown(Potvin,MagnanandLarochelle-Audet,2016).Thisispartiallyduetoinsufficientaccesstopedagogicallysoundprogramsinunderservedcommunitiesforyouthandpreserviceteachers(Murrell,2000).

In this paper, we respond to these concerns in the context of an action research project that involved thedevelopmentofafter-schoolscienceclubsinthreehighschoolsinMontreal,Quebec,servinganethnicallydiversestudentpopulation(80%refugee/first-orsecond-generationimmigrantyouth)inanurbancentre.Wefirstprovideabriefdescriptionoftheconceptualgroundingofthestudy.Wealsosummarizesomeofthepertinent literatureon community-based teacher education. Following a description of our methods, we offer examples oftransformativelearningforbothyouthandpreserviceteachers,andthenbuildontheresultsinthediscussion.

Transformativelearningandcommunityteachereducation

While after-school programming for immigrant youth in underserved communities is not new, its conceptualgroundinginsocioculturaltheorycomeswithcertainassumptionsaboutlearning,pedagogyandpractice.BuildingontheworkoftheFifthDimensionmodel,theclubswedevelopedweregroundedinacommitmenttoequity ineducational opportunities and a critical bicultural pedagogy and transworldmindset (Vasquez, Clark and Flores,2014).Weaimedtomobilizeandbuildon the rich culturalexperiencesourdiverse studentbodybrought totheclubs,whichisaformofcross-settinglearning.Wewereattentivetolocalcommunityneedsandresourcesasweco-designedascienceclubbuiltonstudentinterest.

Weencouragedatransculturalpedagogyinwhichstudents’histories,languages,andlocalsenseofplacewerekeyresourcesforlearningandpractice.Wepurposefullyworkedagainstthe“assimilationistfunctionofschoolingandthebankingapproachof learning”(Vasquezetal., 2014,p.23),preferringtodevelopapracticedrivenbyyouthvoice, dialogueand opportunities for expansive formsof engagementwith science.Wealsoworkedagainst thedisconnect that immigrant students often experiencewhen theymove fromhome to school and other settings(Gutiérrez,2014).LikemanyothersinthecomplexdiasporaofMontreal,wewantedtochallengethediscourseofunilingualismanduniculturismandinsteadcelebrate,buildon,andfurtherexpandourstudents’multiplecomplexhistories and ways of knowing, being and becoming (Lamarre, 2013). Essentially, the aim of each club’s“bilingual/bicultural sensibility” was to support “trajectories of possibilities for its children and universityparticipants”(Gutiérrez,2014,p.viiandix).

Youth-voicedrivenafter-schoolscienceclubs:Atooltodevelopnewalliances…


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Inspired by Connected Learning Principles, we endorsed interest-powered learning that is peer-supported andacademically oriented (Ito et al., 2013).We were committed to equity, social connection and full participationthrough the jointproductionof video sciencedocumentaries that could thenbe sharedwith the schooland thecommunity.

Bydevelopingallianceswithcommunityresources,theclubofferedyouthlearningenvironmentsthatwereusuallyinaccessible to them. In so doing, our goal was to support immigrant youth as they navigated a wide range ofmeaningful andempowering educational settings and practices—a second formof cross-setting learning (Ching,Santo,HoadleyandPeppler,2015).Researchsuggeststhatfirst-andsecond-generationimmigrantyouthoftenlackaccess to a solid network of learning opportunities. Inprior studies, immigrant parents had alsoexpressed thatengagementinafter-schoolandsummeractivitieswasnotapracticetheywereusedto(Rahm,2012;Rahm,2013).It is exactly that kindofbrokeringworkbyparents,however, that is apartof growingup formostmiddle-andupper-classchildrenintheWesternworld, leadingtohyper-parentinginsomecases,withmostofchildren’sfreetimetakenupbystructuredextra-curricularactivities(Barron,2010;Gutiérrez,Izquierdo,&Kremer-Sadlik,2010).Lackofopportunitiescombinedwithlackofaccessibilityclearlyputsimmigrantyouthinunderservedcommunitiesat a disadvantage. It is this situation that led not only to the creation of the clubs, but also to an alliance andinternshipwiththebotanicalgardenandanengineeringcampinthesummer,aswellasfieldtripstomuseumsandparksduringtheschoolyear.

Theprojectwasalsoaresponsetothecurrentcomplexdynamicrelatedtoneoliberalismandglobalization,whichhasresultedinastudentbodythatisincreasinglydiverseethnically,culturallyandlinguistically,whilethestudentpopulation in teacher education programs has become astonishingly homogenous: primarilywhite,middle-classandculturallymainstream(Murrell,2000;Zeichner,2010a).Neoliberalism’scommodificationofteachereducation,withitsemphasisonknowledgeproduction,accountabilityandatechnicistviewofteachers,hasfurtherfuelledthedisconnectbetweentheoryandpractice.Theresulthasbeenstrongpubliccriticismofuniversityprogramsandtheprivatizationofmany teachereducationprograms in theUnitedStates(Coffey,2010;Zeichner,2010a&b). Someuniversities have responded to these tensions by developing social justice and equity-driven teacher educationprograms in the community (McDonald et al., 2013). Research suggests that ongoing community placements insuchprogramshelppreserviceteacherstodevelopadeeperunderstandingofthechildren,theircommunityandstudentdiversity.Suchplacementsalsoofferameansofunderstandingschoolingfromaperspectiveoutsideoftheactual school, which can foster an appreciation of the vast variety of learning contexts that students have tonavigate. In making a case for teacher education in the community, Murrell (2000) introduced the term“communityteacher,”whichheusestorefertoanindividualwhoknowsandvaluesthecommunityanditscultureandmobilizes it inways that support student learning.Communityteachers typically live in theneighbourhoodswherethey teach,andarethemselvesproductsofpublicurbanschools. Theyhavea cultural,politicalandracialidentitythatnaturallylendsitselftoequity-driventeaching.TheFifthDimensionmodelexpandsontheseideasbyusingapartnershipmodelbetweentheuniversityandthecommunityandplacingstudentsinafter-schoolclubsinthecontextofcommunity-orientedteachereducationprograms(Cole,2006;Floresetal.,2014)orservice-learningprojectsrelated tocoursework (Jurow,Tracy,Hotchkiss,andKirshner,2012).Thepartnership impliesatwo-wayexchangebetweentheoryandpractice,offeringstudentsopportunitiestoappropriateatransworldpedagogybyengaginginabiculturalexchangethathelpsthemtranscendbordersthatarenewtothem(Arreguin-Anderson&Kennedy, 2014; Flores, Vasquez and Clark, 2014;Gutiérrez and Vossoughi, 2012). Club placements involve bothserviceandlearning(Coffey,2010).Consequently,inthispaper,weexploretransformativelearningasexperiencedbybothyouthandpreserviceteachers.

MethodologyWe draw on qualitative data from one of the three clubs1 and its connected learning opportunities (summerinternships),gatheredover threeyearsthroughvisualethnography,participantobservationand interviewsofallparticipants(2011-2014;Green,SkukauskaiteandCordova,2007;Pink,2001).

1Thethreeclubsweresituatedinschoolsidentifiedashigh-povertybytheMinisterofEducationofQuebec.



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Todocumentyouths’transformativelearningintheclub,wereliedonethnographicvideodataandobservationsofits 20 90-minute clubmeetings during the second academic school year of the study (2012-2013, for a total of15hoursofvideodataand20weeksof fieldnotesandjournalreflections).Thatyear,12studentsparticipated intheclub(onegirland11boysbetweentheagesof13and14).The12youthcamefromseveraldifferentcountries:fourfromSriLanka,twofromthePhilippinesandoneeachfromSenegal,Vietnam,Algeria,SaudiArabia,Morocco,Tunisia, and Cambodia. Three of the students were born in Canada, while the others had been in Canada forbetween two and 12 years. Eight of the 12 students were allophones and spoke three languages (their nativetongueathome,EnglishwiththeirfriendsandFrenchinschool2).

Thetwoinstructorsfromtheuniversitythatyearwerebothwhite:Issac,whoidentifiedasanglophoneandmiddle-class and had just finished hismaster’s degree in biology at a local primarily English university, andMyra,whoidentifiedasfrancophoneandworkingclassandwascompletingamaster’sdegree inmuseology.Myrahadbeentheclub’sfacilitatorthepreviousacademicschoolyearalongwithRay(2011-2012),the instructorwefocusoninthe secondpartof the paper. Ray iswhiteand identified as amiddle-classEnglish speaker,having grownup inwesternCanada.Atthetime,hewasworkingonhisprofessionalmaster’sdegree ineducationata localEnglishuniversityandtooktheopportunitytoworkattheclubaspartofaservice-learningprojectforoneofhiscourses.In order to document transformative learning for preservice teachers, we also analyzed 25 university students’reflectionson theirtwovisitsto theclub—aservice-learningproject thefirst authorof thispaperpursued inanundergraduate course on adolescent development. Two of the 25 students identified themselves as first-generation immigrants, one fromMorocco and the other fromRussia. The other studentswerewhite and self-identifiedasworking-andmiddle-classfrancophoneQuebecers.

Acontentanalysiswaspursuedofthefieldnotesforthefivevideoprojectstheyouthdevelopedovereightweeksinthefallof2012,thetenweeksofdatacollectedinthecontextofthecollaborativevideoprojectondeforestationin the winter of 2013, and the interviews (Spradley, 1979). To illustrate connected learning and transworldpedagogyinaction,wecraftedastoryfromMyra’sfieldnotesofthetwo-weekinternshipatthebotanicalgardeninthesummerof2013andfocusgroupactivitywiththeyouth.Todocumenttransformativelearningforpreserviceteachers,wepursuedacontentanalysisoftheirreflectionsinclassandtheirwrittencoursework.WealsocraftedastoryofRaybasedonhisweeklyfieldnotes,journalreflectionsandonesemi-structuredinterviewfromthefirstyearoftheclub(spring2012).

Results

Alookatyouths’transformativelearningintheclub

Westartedthefirstvideoprojectwithadiscussionandbrainstormingsessionabout topicstheyouthwantedtoworkoninteamsintheirfirstvideodocumentary.Oneteam,TalishandKyle,wasinterestedinfrogsandwantedtoshowhowtheyliveandhowtheirrespiratorysystemworks.Theypreparedquestionsfortheecologistwhovisitedtheclub the followingweek:“Howdofrogsbreathe?Whydo frogsalsoneed tokeeptheirbodyandeyeswet?Whydotheyhatchtheireggsinthewater?Whyarepeopleoftenafraidoffrogs?Howareeggsfertilized?Whatisthe difference between frogs and toads?” They also conducted a literature review on the web, looking forinformationonthereproductivesystemoffrogs,differentimagesoffrogsandthelifecycleoffrogs.Theystartedtheir videoeditingusing thedocuments theyhadcollected.The followingweek theyvideotaped their interviewwithavisitingscientist,partsofwhichtheyintegratedintotheirdocumentary.Theyalsohandledfrogsthescientistbrought to the club. Their final video, which was four minutes long, contained a combination of images andmessages,asshowninFigure1.

2Bill101,introducedin1977inQuebec,madeFrenchtheofficiallanguageoftheprovince,stipulatingthatallchildrenunder16receivetheirprimaryandsecondaryeducationinFrenchschools,unlessoneofthechild'sparentshadreceivedmostoftheireducation inEnglish inCanada,or thechildhadalready receiveda substantialpartofhisorherowneducation inEnglish inCanada.



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Figure1.SummaryofvideodocumentaryonFrogsExampleofimage Content Soundandspecialeffects

IntroductiontofrogsAnnouncement that they belong to theamphibian family - Imagesof goliath frogin Africa - Note that most frogs live inAfrica

MusicasKyleannouncesthepresentationwithmanyspecialeffects,followedbyTalishjokingthat“Ifyoudon’twatchout,thefrogswillattackyou!”

Howdofrogsbreathe?Whydofrogs laytheireggs inthewater?Howaretheeggsfertilized?Howmanyeggsdotheylayeachtime?

Avideomixwithascientistexplaininghowfrogs’respirationsystemworks,withsomebackgroundmusic.Explanationoffertilizationwithimagesastheboystaketurnsspeaking.

Howmuchtimedoesittakeforatadpoletoturnintoafrog?Endswithajoke:“Don’tbeafraidoffrogs!Theyareincrediblecreatures!”

ThevideoendswiththeboysimitatingthesoundtrackofStarWarsasthejoke/messagescrollsacrossthescreen.

Talish,originallyfromSriLanka,hadbeeninMontrealfor11yearsatthetimeofthestudy.HespokeTamilathomeandEnglishmostofthetimewithhisfriends.Althoughhestruggledinschoolacademicallyandwasoftenabsentbecauseofhealthissues,heenjoyedtheclubandwasoneofthefewyouthwhoparticipatedfortwoconsecutiveyears.KylewasborninMontreal,buthisparentswerefromthePhilippines,speakingTagalogandEnglishwithhimathome.Kylerememberedhowstressfulitwasforhimtostartschool,comingfacetofacewithFrenchforthefirsttime.Kyle likedscienceand reallyenjoyed theclubbecausehecouldengagewith science “withoutconstraints”andpursuehisinterestswithfriendshemetthroughtheclubandwithinstructorswhowere“likefriends”tohim.Theclubwasnotonlyan importantvenueforthedevelopmentofhisscienceandtechnologyexpertise,butalsoprovidedhimwithsupportashetravelledthroughdifferent“linguisticzones”(Lamarre,2013).

Anotherteam,ledbyKevin,wasreallyinterested intechnologyandcomputers.KevinwasfromVietnam,andhisteammateshadbeenborninMontrealtoparentswhocamefromCambodiaandChina.Thethreeendeduptalkingtoa technician from the university, gathering information that they transformed intoa comprehensive storylinethatscrolledbywithamusicalsoundtrackwhiletheytookturnsprovidingthenarration.Theyhadpreparedvariousquestions for the interview, including: “What happenswhenyou put twomemory cards into a computer?Howdoesavirusinacomputerwork?Howdoesamousework?Howdoesacomputerwork?Howdoestheelectricalsupply systemwork?Whyare theregames thatdon’twork?Whyare theredifferentkindsofharddriveswhiletheirREMisusuallynotthatdifferent?”Theirclipendedwithsomespecialeffectsandthephotographstheboyshadtakenof transportation in theircommunityduringaphotographyworkshop—theresultbeingan interestingmixofmultipleresourcesandpersonalproductionsthattheywereobviouslyveryproudof.

A total of five documentaries were produced on the following themes: Frogs, Extinction, Canids and Predators,TechnologyofToday,andCaffeineand itsEffectsontheHumanBody.Afterwatchingthem together,wetalkedaboutwhatyouthhadenjoyedthemostaboutthevideoproductionprocess.TalishandKylelikededitingthevideoandbeinginchargeofthatprocess:“Wecanchoosethetitle,orwhatwewanttoputin,it’sallreallyus…yes,noconstraints.”Theyalsoenjoyedaddingapersonalandcreativetouchtotheirdocumentarythroughspecialeffectsand the addition of the Star Wars theme. The ecologist’s visit gave them an opportunity to handle a frog, a



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salamanderandsomesnakes,whichsparkedKyle’sinterestincaringforanimals.Bothboysalsoparticipatedinthesummer internship programat thebotanical garden,where they endedupobserving frogsand toads innature.Thatkindofacross-settingconnectionisan illustrationofmeaningful learningthatcanresult indeeperformsofengagementwithatopicofinteresttoyouth(Rahm,2012;Belletal.,2013).Talish,forexample,boughthimselfamagnifyingglassatthebotanicalgardensothathecouldpursuethestudyofinsectsandanimalsonhisowntime.As allophones (with a few exceptions), the youth also valued cross-setting connections to improve and practisetheir linguisticrepertoiresandaffirmtheirmultilingual identities (Lamarre,2013).For instance,Kevinnotedhowtalking to a technician about computers and then transforming that information into a storyline for thedocumentaryhelpedhim“communicatemoreandbetter.”Theyalsovaluedbecomingmoreskilledinthecreativeuseoftechnology.

Theclubofferedtheyoungpeopleaformofengagementwithscienceandtechnologythattheyenjoyedandthatwas quite different from the heavily charged science curriculum at their school. As one participant noted, “Inscienceclasswealwaysdoworksheets,each timeonsomethingdifferent. Intheclubwedidprojectsandmanyrelatedactivitiesandtopics. I likethescienceclubbetterthanscienceclass.”Oneofthe instructorsfeltthattheclubhelpedthem“thinkaboutbiggersubjects,andjusttakingthetimetothinkaboutdifferentissues,especiallywhen it comes toscience,bemoreopen-mindedaboutstuffandcritical, askquestions.”Weengaged inagreatdeal of dialogue in the club andworked on topics over long periods of time. For example, aswe prepared thesecondvideoproductionondeforestation,weencouragedclubmemberstoreflectonwhattheyhadlearnedfromgatheringinformationontheInternet:

Moustapha:Themost interestingthing I found [gigglesandmovesaroundonhischair,makeseverybodygiggle]it’s…thebehaviourtowardsthehuman…

Instructor:Whatdoyoumeanby“behaviour”?

Moustapha:Kindoflike,youknow,whenhumansleveltheforest,afterit’sliketheylosetheirhabitat,so…that’sit!

Jian:What I learned is, like,whenthereare a lot ofmoose…no, they are elks (…) andwhen(…) there ismorewolvesormoosethanwolves…[strugglingtoarticulatehisidea]

Note how challenging it was for them to articulate their ideas.Moustaphawas struck by the fact that humansdestroy important animal habitats by deforestation without ever seeing it as a selfish act. Jian appeared tounderstandthesystemicrelationshipbetweenwolvesandmoose(orelks)andpopulationdensity,whichsuggestedthathewasslowlydevelopinganunderstandingofhowanecosystemworks.Whileparticipantshadopportunitiesto appropriate scientific languagewhich seemed challenging to all of them—not just the allophones—they alsolearned a lot about natural science through our focus on biodiversity and the second video project ondeforestation.Ourdialoguesessionsgaveclubmembersopportunitiestodeveloptheirownpointofviewonthesecontroversial issuesandenrich their knowledgeof science (Wassell,MartinandScantlebury,2013).As shown inFigure2, it led toa videodocumentaryondeforestation, co-producedby thewholegroup.Thefinalproductionshows Yassine on stage with the scientist interviewing the ecologist and expanding on questions his team haddeveloped,woventogetherwithothersectionson topicsparticipantscaredabout, likethebriefcoverageofthepumaattheendoftheclip.



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Figure2.SummaryofvideodocumentaryonDeforestation

Introductionofteamwithstillshotsofallyouth,mostlyinpairs

Deforestation:1. Historyof

deforestation*2. Forestry

industry3. Impacton

moose,caribouandwolves

4. Puma–specialpresentation

*Presentedbytwoinstructors

Scientist+text(Salim):Industry&Whydeforestation?1. Tomakemoney2. Manufacture

productsandcreatejobs

3. Transformationofwoodforconstruction(e.g.:loghouses,paper)

4. Whatcanwedo?Planttrees,etc.

Effectsonanimals:1. Competitionfor

resources2. Whycaribou

usedtobehuntedandwhycaribouhuntingisnowforbidden(endangeredspecies)

3. Deforestationisnotasbiganissueformooseandwolvesasforcaribou

Moose and theirantlers(Yassine):1. Scientistisasked

howacariboukeepsitsantlers

2. Scientistexplainsthattheyfalloffattheendofeachseasonandgrowbackinthespring

0:52min 3:30min 2:22min 1:35min 0:51min

Later, Yassinefound itdifficult toseehimself in thevideoandasked“toerasehis face.”Hewas concernedthatduringascreeningsessionothers“laughedat[him].”Theinstructortriedtoputthingsintoperspective:“Wedidn’tlaughatyou,welaughedbecauseitwasfunny!Weweren’tlaughingatyou,soyoushouldn’ttakeitpersonally.”Sheadded,“Youwereclowningaround,itwasfunny!Youwerehavingfunandyouwere,youwere,like,dressedup,disguised,anditwastomakeeverybodylaugh.”Eventually,Yassineacceptedhisroleasavideoproducerand“clowninthescript.”Thisanecdoteshowshowclubactivitiesandrespectfulrelationshipsledtotheemergenceofimportant learningopportunities ina community supportiveof youthagency (Wasselletal.,2013).TheexampleillustratesthateventhoughYassinewasmorefluent inFrenchthanhisallophonepeers intheclub,hestruggledwithspeakingupandassumingtheroleofavideoproducer.

Connectedlearningandtransworldpedagogyinaction

Tocreateadditional learningopportunitiesandmakethemostofourroleas“brokersfor learning”(Chingetal.,2015),weorganizedatwo-weekinternshipfortheyouthatasummercampatthebotanicalgardeninthesummerof 2013. The participants’ role was to help with various camp activities aimed primarily at elementary schoolchildren.Eachmorning,wetookthesubwaywiththeyouthtothebotanicalgardenattheotherendofthecity.Whilewestronglybelievedinthesekindsof“brokering”activities,itbecameevidenttousjusthowinaccessiblesomanysummeractivitiesaretoimmigrantyouth,asexplainedinMyra’sreflection:



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Todaywasourfirstdayanditwassointerestingtoseehowthechildreninsummercampinthebotanicalgardeninteractedwith the youth from our science club. What I noticed most is the contrast between them in terms of their culturalbackgroundandsocioeconomicstatus.Ontheonehand,thecampersaredressedandactinwaysthatgivesthemawayasprimarilymiddle-andupper-classandwelleducatedQuebecers,withlittlevisibleethnicdiversity,speakinganimpeccableFrench,nicelydressed,calmandeagertoperformwellandbenoticed.Incontrast,ouryouthfromthescienceclubstruggletoexpressthemselveswellinFrench,areveryshyinthegardenwhenaskedtospeakupinfrontoftheothers,butlaughalot and at times are off-task and noisy when among themselves. They use a lot of gestures and are quite fraternal.(ReflectiveNotes,Myra,July1,2015)

Fewoftheyouthweworkedwithhadeverparticipatedinasummercamp.Somespenttheirsummerssittingathome,hangingoutorplaying innearbyparks,whileothersvisitedfamiliesinothercitiesinCanadaortheUnitedStates.Stillothersreturnedtotheirhomecountryeverysummer.Lackof financialresourcesandthedifficultyofreconciling jobsand summercampscheduleswereotherbarrierstoparticipationyouthmentioned.Thatkindofcomplexmobility and history posed a challenge to their integration in the activities as assistants as well.Manyactivitieswerenewtothem.Asaconsequence,Myratookontheroleasabrokeroflearningopportunitiesinthegardenfor“our”youth:

Thecamperswereeatingblackberriesdirectlyoff thebushes in theblackberrypatchtoday.Ourthreeyouthweresittingwithme,somewhatdiscouragedfromtheheatinthegarden.Iencouragedthemtogoandtastetheblackberries.Theytoldmetheynever tasted thembeforebutwouldbe interested in findingouthow theytaste. I askedoneof thecampers, ayounggirl,tobringussomeblackberriestotaste.Shewasallexcitedtoshareandwatchustastethem.Thecampassistantwasshockedtolearnthatouryouthhadnevertastedblackberries:“What?Theydon’tknowwhatablackberryis?”Atfirst,Kyle,oneoftheyouthrefusedtoeatanythingthatcamefromatreeorabushinthegarden.Yassine,anotheryouthwasworriedthatitmightbepoisonousbutintheendtasteditanyway.Moustapha,anotheryouthassistant,thenspenttherestofthedaygoingback,eatingmoreblackberries.Heevenaskedtobringsomehomeforhismother.[FieldNotes,Myra,July1,2013]

Thelearningopportunitywasnot“noticed”bytheyouthbecauseblackberrieswerenotapartoftheirhistoryandculturalrepertoires.Yet,Myrahaddevelopedthekindofculturalsensitivityneededtore-mediatethatopportunityin ways to support club members’ transformative learning. In so doing, she created new possibilities andopportunitiesforlearning,notsimplyfortheyouthbutforthecampinstructorsaswell.Later,aswereflectedwithyouthaboutthekindoftransformativelearningtheinternshiphadmadeavailabletothem,Talishnotedhowmuchhehadenjoyedcatchinginsectsandbeinginnature,whereasKyletalkedabouthavingtheopportunitytotouchafrog,gardenandplantsomeherbs.Othersenjoyedbeinginthegarden,feltcomfortableinnatureandvaluedthefeelingofbeingrespectedbytheothersand“talkingwitheverybody.”Itwastransformativeforouryouthtogettoknowchildrenwhowerequitedifferentfromthemyetrespectfuloftheminanaturallearningenvironment.

Waystoengagestudentteachersintransformativelearning

Quotesfromreflectionnoteswrittenbypreserviceteachers

Idiscoveredamulticulturalschool,somethingIdidnotknowbefore.

My observations helped me to come into contact with ethnically diverse youth since I come from a primarily white,québécoisneighbourhood.

Ithelpedmeundosomeofmyprejudicesaboutyouthofanotherculture.

Ienjoyedwatchingtheyouthworktogetherinasharedproject.

Ithoughtascienceclubinaschooljugglingmanydifficultieswouldneverwork.AndIwashappytoseethatitdid!

Even though it is an after-school activity, youth were interested in science and the projects. I didn’t expect that. I alsonoticedthatthestudentswerealreadyquitecritical.

***



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Thesequotesfromthepreserviceteacherswhovisitedourclubsontwooccasionsaspartofacourseassignmentintheir teacher education program underline the importance of undoing preconceived notions about immigrantyouth and ethnically diverse communities and schools. What we engaged in was another form of “brokeringlearningopportunities.”Thequotesclearlyillustratethekindsofimagesstudentteachersbringtotheireducationaboutethnicallydiverseschoolsandyouthandtheirownhistory,deeplygrounded inamythofthemonolingualclassroomthatinmostcasesprohibitstransformativelearning.Theorganizationofpreserviceactivitiesinsettingsthestudentswouldotherwisenotventure into isclearly important (Onore&Gildin,2010;Murrell,2000),as thefollowingreflectionbyastudentteachersuggests:

WhenIenteredtheschoolIfeltlikeastranger,whichisinpartwhatIexpected.Andthen,theyouthwereveryfriendlyandwelcoming and were not challenged in anyway by our presence. The school itself was very colourful: thewalls are allpainted in coloursand coveredwithpostersof all kinds.Whatsurprisedme themost is the absenceofwindows in thatschoolwhichmademethinkofaprison.Butthestudentswesawinthehallwaysseemedhappy,werelaughingandhavingagoodtimeevensayinghellotous. Iwasexpectingadifferentkindofschool,run-downandpoor,avisionofaschoolinapoorandethnicallydiverseneighbourhoodthatIhavetoundo.EverythingIsawwasasurprisetomeandchallengedmetothinkotherwise.[WrittenreflectionbystudentteacherA]

The challenge for a teacher education program, then, is to engage with these visions of schools and youth inunderserved and ethnically diverse communities and help student teachers develop other ways of seeing andrelatingtoyouthofcolour(Coffey,2009;Hallman,2012).Ray’sstoryoffersanotherillustrationofthatprocess:

…thediversity in thisschoolwasamazing; I'veneverreallyseenthat, justsomanystudents fromotherbackgroundsandculture.And I felt reallywelcome,Imean I'mkindofthe funnyguy,Imeantheylaughatmyaccent,but theydoit reallynicely,anditkindofcreatesabond,it'sourwayofconnecting;theymakefunofmyaccent,butinagood-heartedway.SoIfelt reallywelcomed intheclub, theteacherswerereallywelcoming,andespeciallyconsideringI'mnot... like,sometimesthey comeupand they say something, and it's too fast and I don't get the accent, andpeople arequiteunderstanding.[Interview,Ray,2012]

Ray’s own struggles with French as a second language helped him to experience first-hand what a transworldpedagogy implies,suchasbeingrespectfulofeachotherandbuildingononeanother’sstrengths.Healsofoundtheconnectionswithhis teachereducationcourseworkofferedbyhis teachingexperience intheclubextremelyvaluable:

I think the really important thing for me was linking it to my classes and having read the kind of "radical" literature,alternative literaturetotheacademicwritingthat'sevidencebased,thatkindofgavemetheconfidencefor teachingandbeingabletoimplementit.Thatwasreallybig.(Interview,Ray,2012]

Implementingayouth-voicecentredpedagogyandtakingontheroleofmentorandguidethroughouttheprojectwaschallenging,however.Raywassurprisedbyhowmuchguidance the studentsneeded.Healsoovercamehisownpreconceivedideasabouttechnology“’causeatthebeginningthatscaredme.Iwas,like,howamIgonnadothis?Idon'tevenknowhowtousethatstuff[i-Moviesoftware]!”

Two of Ray’s courses in his teacher education programoverlappedwith hiswork in the club and its underlyingphilosophy:onecourse inneoliberaleducationandanotheron scienceeducation.The latterfocusedstronglyontheideaofusingstudents’interestinscienceasastartingpointinsteadofstickingtoapredeterminedcurriculum.AlthoughRaysawthisasahugechallengeinaregularclassroomofabout28students,itwassomethinghecouldpursueinthecontextoftheclub:

ItwasamazingtometohavethebackgroundtokindoftrytocreateaspacewhereIcanhavethoseconversationsandnotsay what I think they should do, but instead have the opportunity to say, "What are you really interested in, what'sconcerning you these days, what do you wanna learn about?” and by doing so, reinforce that idea that “this could bescience!"(Interview,Ray,2012)



48

Ray’sexperienceintheclubnotonlyledtoadeepappreciationofayouth-centredpedagogy,butalsohelpedhimquestiontheobjectivesofscienceeducationandwhatcanbeconsideredas“science.”Ray wasabletoseebeyondthe video production as the key objective of the activity and appreciate the educational process behind itsproduction:

…thegoalwastheprocessandtheinteractionswehad,andhavingthemthinkofsciencedifferentlyandtothinkofwaysIcandoscience,thatwasalwaysmygoal…Sointheend,Imean,ifthevideoismind-blowinglyamazing,that'sgreat,butifit'snot,aslongasIknowthattheydidit,ortheycameupwithsomething,that'swhat’simportant.(Interview,Ray,2012)

EventhoughRaywonderedhowhecouldapplyasimilarpedagogyinaclassroomsettingwithmorestudents,theclubhelpedhim to reflectonhis futurepositionasa science teacherand thekindsofpracticeshemight try tofosterinhisclassroom:

…theclubisreallycool,togetoutsideofthecurriculum,toreallytrytothinkaboutwhatscienceisandcanbe,andthatalsoconnectednicelywithmycourse inscienceeducation,wherewediscussedthatscienceisa lotmorethanwhatscientificandmath textbooks tell us. So having that conversation at theuniversity and then seeing it in practicewas really cool.[Interview,Ray,2012]

Theopportunitytoteachinanafter-schoolsettingprovidedawaytogettoknowyouthofcolourwho,althoughthey were struggling academically, brought rich cultural knowledge to the science practice—resulting intransformative learning for Ray (Hallman, 2012). He gained a better understanding of the cultural processes oflearningandwhatitmeanswhenchildrenandteachersconstructthecurriculumtogether(Jurowetal.,2012).Healsodevelopedadeepappreciationforthetypeoflearningthatoccursoutsideoftheclassroom(McDonaldetal.,2013).

DiscussionThefieldtripswere,like,thebest…andmymotherencouragedmetogoonthefieldtripandseewithmyowneyesinsteadofjusttalkingaboutitinclass…orinthebotanicalgardenitwasamazing,itfeltlikeinarealforesteventhoughIwasstillinthecity.(Vishmy,youthparticipant)

Theabovequoteandresultsofferrichinsightsintowhycross-settinglearningandalliancesmatter,especiallywhengrounded in a transworld pedagogy that synchronizes multiple worlds in respectful and meaningful ways,supportingtransformativelearningforbothyouthandpreserviceteachers.AsVishmy’scommentalsoshows,thatkind of learning was new and engaging for the youth and preservice teachers we worked with, leading totransformations inhowtheysawthemselvesas learnersandwhat learningscienceandtechnologycould involve(Barron et al., 2014). For the student teachers, the internship or coursework provided ameans to engagewithmultilingual studentsandconfronta reality theywereunfamiliarwith (Lamarre,2013). Theprojectalso showedstudents how alliances amongmultiple educational settings and practices can enrich and support cross-settinglearning(Barronetal.,2014;Belletal.,2013).Ithelpedstudentteachersdevelopallianceswithethnicallydiverseyouth,schoolsandafter-school settingsand informal sciencevenuesthatweresupportiveofyouth learningandbecoming.

LikeMurrell(2010),OnoreandGildin(2010)callforapositioningofteachersaspublicprofessionalsor“communityteachers”who see theirwork as “facets of the samework that is carried out by parents, cultural and religiousorganizations, and social service agencies” (p. 29). These teachers consider themselves to be engaged in acollaborative,collectiveprojectthatismakingasignificantcontributiontocommunitydevelopment.Theybecomekeyplayers ina networked community of educators. This shift in perspectiveneeds tobe developed in teachereducationprogramsatuniversities. Itwouldmakeevidenttheir commitmenttoequityand inclusivepractices ineducation.Skinner(2010)referstoitasameanstotransform“teachereducationfromtheinsideout.”McGregor,SanfordandHopper(2010)see itasawaytomovebeyondsimpleapprenticeship intotheprofession,withsuchplacements offering preservice teachers opportunities for civic, social and political engagement—essentialliteraciesforteachinginthe21stcentury.Ray’sstoryalsopointstothevalueofaclosealignmentbetweentheory(i.e., course readingsat theuniversity) andpractice (i.e.,placements).By forging the types of alliancesbetween



49

programsandeducationalsettingsthatweattemptedtocreatewithourprojectbybrokeringandworkingattheintersectionof language,culture,technologyandscience,wenotonlysupportedyouth-voicedriven learningbutcontributed to the development of the social capital of youth and preservice teachers (Ching et al., 2015). Thestudy clearly shows that although alliances between educational resources and settings matter, they are notenough.AsJurowetal.(2012)noted,“beinganeffectiveteachermeansbeinganeffective learner”(p.159).Itistimeto takeup thechallengeofcreatingnetworks for learningwithyouth, families,communitiesanduniversitystudents thataregrounded ina visionof teachingasa communityendeavourcharacterizedby cooperationandmutual respect. Future researchmust explore the types of alliances and dialogue among student teachers, thecommunityand theuniversity thataremostconducivetothe“criticalityandongoing inquiry”that is focusedonchildrenandtheirfamilies(McGregoretal.,2010;Murrell, 2000).Preserviceteachersalsoneedopportunitiestoengagemoredeeplywithwaystotranslatecommunitypracticesintoschoolcontexts(forexample,howtobuildonstudent interests in the classroom). Findingways to support the kind of transformative learning that results inempowering and equity-driven educational praticeswhere underserved ethnically diverse children, families andcommunitieshaveavoiceisthechallengethattheFifthDimensionModelhascontinuallyrespondedtothroughitsprofoundcommitmenttoalliances.Wewoulddowell tobuildon it further todisruptrigid formsof learningforbothyouthandpreserviceteachers.

Acknowledgements

Theauthorswishto thankall thestudents,parents,teachers,schools,andcommunityorganizations involvedfortheir participation. This study was made possible thanks to funding from the Fonds Société et culture and itspartner,theMinistèredel'Éducationetdel'Enseignementsupérieur(MEES)duQuébec,throughitsProgrammederecherchesurlapersévéranceetlaréussitescolaires.

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