Associate Professor
Department of Educational Counselling and Psychology, and Special Education (ECPS)
Dr. Vadeboncoeur’s research addresses youth engagement and participation in afterschool and community contexts. Young people, regardless of complicated educational histories, continue to seek out new learning experiences across a number of contexts. Her research advances our understanding of the significance of youth-adult relationships in the building of flexible contexts for learning and development, as well as the role of educators, parents, and culture in mediating youth participation.
Contributions:
Vadeboncoeur, J. A. (Ed.). (2014). Learning in and across contexts: Reimagining education. National Society for the Study of Education, 112(2).
Vadeboncoeur, J. A. (forthcoming). Vygotsky for educators: A unity of theory and practice. New York, NY: Peter Lang.
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.
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.
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.
Keywords:
Youth "at risk"; Alternative schools; Flexible contexts for learning; parent involvement; Holistic education; Social class; Cultural psychology; Culture and context.
j.vadeboncoeur@ubc.ca
Departmental profile page
Departmental profile page