ABSTRACT
Temporal and spatial configurations that constitute learning and identity work across practices have been little explored in studies of science literacy development. Grounded in multi-sited ethnography, this paper explores diverse girls’ engagement with and identity work in science locally, inside a newsletter activity in an afterschool programme and globally, by exploring two girls’ trajectories of identification and cultural repertoires of science over time and across space. This study illustrates the ways diverse space-time configurations marked the girls’ local meaning making of science. The study also speaks to the importance of recognising the diversity of girls’ trajectories and positioning in science and the difficulty in understanding their layers of contradictions. Essentially, the collaborative imaginary is a partial account and co-construction of researcher and researched that unpacks the many time-space configurations that mark diverse girls’ science literacy development in a world characterised by globalisation.
