GLOBALSci, A comparative study of meaning making in science that matters in a global world: Creative interthinking, multilingualism, and multimodality tied to expansive learning in science education, is a collaborative project based upon a research stay of 6-weeks in Luxembourg during the spring of 2015. The overall purpose of the research stay and comparative and collaborative analysis of social interactions, meaning making, and identity in science among children and youth in a diverse set of educational contexts is to develop new insights into science practices that make science affectively engaging, meaningful and empowering to children and youth growing up in an era marked by globalization. Building on current research in science education, we are interested in exploring what makes for meaningful and empowering science practices that are responsive to issues of biliteracy, transnationalism, multimodality, multiple knowledge systems and complex identity trajectories and histories of students in an era marked by globalization, complex mobility and immigration patterns. Working in Montreal, Canada and the city of Luxembourg, two settings struggling with large immigrant populations faced with discontinuities in terms of language and culture, we are interested in exploring how such diversity may create new contact zones among diverse ways of understanding and engaging in science that may then be tapped into as resources for engaging with and making meaning of science and self in science. We are interested in understanding hybrid science practices that are emotionally safe and engaging and supportive of learning that matters in the eyes of the learners. We understand hybrid science practices as polycontextual (mobilizing learning resources from school and non-school contexts), multivoiced, and multiscripted, with tensions among diverse ways of knowing, doing, and being that constitute ruptures, innovation, and expansive learning for diverse first and second generation immigrant students. The aim of the comparative and collaborative video study at the heart of GLOBASci is to arrive at compelling stories and cases of science education, while also gathering insights into multi-method approaches that can get at and trace science in the making with children, youth, and teachers over time.In particular, three objectives drive the collaboration: First, through collaborative video analysis, we will develop new ideas around science practices that are student centered and that offer affectively charged and meaningful forms of engagement and identity work in science. Second, through collaborative data analysis of multiple data sources, we will explore children’s and student’s identity work in science. Third, shared analysis will help us envision new methodological approaches that capture the multivoiced and multimodal nature of science practices, entailing both, student participatory research and multi-sited research.Expected outcomes of the visit entail empirical outcomes of effective science education in an era of globalization, the development of new research approaches grounded in sociocultural theory and responsive to and reflective of a theoretical grounding in sociocultural theory of learning and identity work in science. We also anticipate this to be the beginning of a partnership between the two institutions and plan to seek additional funding to formalize the collaboration between the two francophone Universities which would then make possible other collaborations, as well as student exchanges. Other funding sources will be sought together as well, to take the research yet a step further.