Analysis of data in an after-school writing workshop wherein resettled refugee teens were reading and writing identity texts to prepare for achieving their postsecondary goals suggests that a discursive practice of the connective press was productive in helping teens develop cohesion in their writing. Although true communicative competence in an…

This article describes and evaluates an 8-week photography workshop, FotoLab, conducted in Italy at an afterschool-tutoring program for students acquiring Italian as an additional language. Seventeen students, age 8-17 and originating from 9 countries, participated. Co-facilitated by three international educator-researchers, FotoLab's purpose was…

Rahm sought to illuminate how children and youth make meaning of science in three out-of-school time programs, and the identity work that is done through the trajectory of their youth toward their young adulthood. Through using multisited ethnography, she asserts that we can learn more about what the youth say about their science learning and…

Through two stories of youth voice, learning, and identity development in an afterschool science program for girls only, we show the ways in which such programs can be understood as important identity-building practices. We describe key dimensions of a socio-cultural approach to youth voice, learning, and identity, situated also in the context of…