Recent Publications
Books
Vadeboncoeur, J. A. & Stevens, L. P. (Eds.). (2005). Re/constructing “the adolescent”: Sign, symbol and body. New York: Peter Lang.
Vadeboncoeur, J. A. & Jervis-Tracey, P. (Eds.). (2004). Crossing boundaries: Perspectives across paradigms in educational research. Brisbane, QLD: Australian Academic Press.
Vadeboncoeur, J. A. & Rawolle, S. (Eds.). (2003). Educational imaginings: On the play of texts and contexts. Brisbane, QLD: Australian Academic Press.
Articles
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), 201-228. [online first version 2012]
*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), p. 867-892. DOI: 10.1177/0895904812440501, online April 29, 2012.
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. & 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. & 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.
Chapters
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.
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. Walker, & G.A.D. Liem (Eds.), Sociocultural theories of learning and motivation: Looking back, looking forward (Vol.10) (pp. 223-251). Greenwich, CT: Information Age.
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.
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.
