Dr. J. Vadeboncoeur

Dr. J. VadeboncoeurScholarly Interests:

Alternative schooling and pedagogiesCritical theoryDiscourse and critical discourse analysisethnographyQualitative researchSocially constructing knowledge and identitySociocultural approaches to learning and teachingYoung people placed “at risk”

Selected Publications:

Vadeboncoeur, J. A. & *Rahal, L. (2013). Mapping the social across lived experiences: Relational geographies and after-school time. Banks Street Occasional Paper Series, 30, 1-15.

Vadeboncoeur, J. A. & *Collie, R J. (2013). Locating social and emotional learning in schooled environments: A Vygotskian perspective on learning as unified. Mind, Culture, and Activity: An International Journal, 20(3), 201-225. [online first version 2012]

Vadeboncoeur, J. A. (2013). Framing achievement when learning is unified: The concept of unity in Vygotsky’s theory and methodology. In S. Phillipson, K. Ku, & S. N. Phillipson (Eds.), Constructing achievement: A sociocultural perspective (pp. 13-25). New York, NY: Routledge.

Panofsky, C. P. & Vadeboncoeur, J. A. (2012). Schooling the social classes: Triadic zones of proximal development, communicative capital, and relational distance in the perpetuation of advantage. In H. Daniels (Ed.), Vygotsky and sociology (pp. 192-210). New York, NY: Routledge.

*Lai, Y. & Vadeboncoeur, J. A. (2012). The discourse of parent involvement in special education: A critical analysis linking policy documents to the experiences of mothers. Educational Policy, 27(6), 867-897. DOI: 10.1177/0895904812440501, online April 29, 2012.

Vadeboncoeur, J. A., Vellos, R. E., & Goessling, K. P. (2011). Learning as (one part) identity construction: Educational implications of a sociocultural perspective. In D. McInerney, R. A. Walter, & G. A. D. Liem (Eds.), Sociocultural theories of learning and motivation: Looking back, looking forward (Vol.10) (pp. 223-251). Greenwich, CT: Information Age.

Liu, Y. & Vadeboncoeur, J. A. (2010). Bilingual intertextuality: The joint construction of bi-literacy practices between parent and child. Mind, Culture, and Activity: An International Journal, 17(4), 1-15.

Jhangiani, S. J. & Vadeboncoeur, J. A. (2010). Health care “as usual”: The insertion of positive psychology in Canadian mental health discourse. Mind, Culture, and Activity: An International Journal, 17(2), 1-16.

Vadeboncoeur, J. A. (2009). Spaces of difference: The contradictions of alternative educational programs. Educational Studies, 45(3), 280-299.

Vadeboncoeur, J. A. (2006). Engaging young people: Learning in informal contexts. Review of Research in Education, 30, 239-278.

Vadeboncoeur, J. A., Hirst, E., & Kostogriz, A. (2006). Spatialising sociocultural research: A reading of mediation and meaning as third spaces. Mind, Culture, and Activity: An International Journal 13(3), 161-173.

Hirst, E. & Vadeboncoeur, J. A. (2006). Patrolling the borders of Otherness: Dis/placed identity positions for teachers and students in schooled spaces. Mind, Culture, and Activity: An International Journal 13(3), 203-225.

Vadeboncoeur, J. A. & Stevens, L. P. (Eds.). (2005). Re/constructing “the adolescent”: Sign, symbol and body. New York: Peter Lang

Vadeboncoeur, J. A. (2005). Naturalized, restricted, packaged and sold: Reifying the fictions of “adolescent” and “adolescence.”Re/constructing “the adolescent”: Sign, symbol and body (pp. 1-24). New York: Peter Lang.

Vadeboncoeur, J. A. (2005). The difference that time and space make: An analysis of institutional and narrative landscapes. In J. A. Vadeboncoeur & L. P. Stevens (Eds.), Re/constructing “the adolescent”: Sign, symbol and body (pp. 123-152). New York: Peter Lang.

Vadeboncoeur, J. A. & Luke, A. (2004)Who’s / whose at risk? Answerability and the critical possibilities of classroom discourse. Critical Discourse Studies, 1(2), 201-223.

Vadeboncoeur, J. A. & Jervis-Tracey, P. (Eds.). (2004). Crossing boundaries: Perspectives across paradigms in educational research.Brisbane, QLD: Australian Academic Press.

Vadeboncoeur, J. A. & Torres, M. N. (2003). Constructing and reconstructing teaching roles: A focus on generative metaphors and dichotomies. Discourse: Studies in the Cultural Politics of Education, 24(1), 87-103.

Vadeboncoeur, J. A. & Rawolle, S. (Eds.). (2003). Educational imaginings: On the play of texts and contexts. Brisbane, QLD: Australian Academic Press.

Rawolle, S. & Vadeboncoeur, J. A. (2003). Educational research in an age of scientific and economic rationalism: An argument for talking back. In J. A. Vadeboncoeur & S. Rawolle (Eds.), Educational imaginings: On the play of texts and contexts (pp. 1-34). Brisbane, QLD: Australian Academic Press.

Vadeboncoeur, J. A. & Rawolle, S. (2003). Ethics in educational research: A step toward answerability. In J. A. Vadeboncoeur & S. Rawolle (Eds.), Educational imaginings: On the play of texts and contexts (pp. 375-392). Brisbane, QLD: Australian Academic Press.

Portes, P. R. & Vadeboncoeur, J. A. (2003). Mediation in cognitive socialization: The influence of socioeconomic status. In A. Kozulin (Ed.),Vygotsky’s theory of education in cultural context (pp. 371-392). New York: Cambridge University Press.

Vadeboncoeur, J. A. & Portes, P. R.  (2002). Students “at risk”: Exploring identity from a sociocultural perspective. In D. M. McInerney & S. Van Etten (Eds.), Research on sociocultural influences on motivation and learning, Vol. 2 (pp. 89-128). Greenwich, CT: Information Age Publishing.

Vadeboncoeur, J. A. (1997). Child development and the purpose of education: A historical context for constructivisms in teacher education. V. Richardson (Ed.), Constructivist teacher education: Building a world of new understandings (pp. 15-37). Washington, DC: Falmer Press.

Research Projects:

Social spaces in a flexible learning centre: Negotiating successful learning through participation
(with co-investigator Dale Murray)

Research in the literature across Australia and the US highlights the barriers to success in mainstream schools for some young people. This research captures the “positive thesis,” or what works for many youth excluded from schools, by building on an 18-month study of six educational outreach programs where young people re-engage in learning. Recommendations and a model of flexible learning centers, including principles for operation and governance, leadership and staffing, professional development, and four curriculum strands, is being generated.

Funded by the Queensland Catholic Education Commission, Brisbane Australia.

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