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Learning In and Across Contexts: Reimagining Education


by Jennifer A. Vadeboncoeur, Hitaf Kady-Rachid & Bruce Moghtader — 2014

The chapter introduces the volume on the basis of four principles: seeing education holistically as inclusive of diverse learning contexts; recognizing that learning opportunities emerge both in and across contexts; advancing research on learning in ways that enable the study of learning over time and across contexts; and attending to possible futures in the present.


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This article originally appeared as NSSE Yearbook Vol 113. No. 2.


Cite This Article as: Teachers College Record Volume 116 Number 14, 2014, p. 339-358
http://www.tcrecord.org ID Number: 18295, Date Accessed: 9/23/2017 4:08:32 PM

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About the Author
  • Jennifer Vadeboncoeur
    University of British Columbia
    E-mail Author
    JENNIFER A. VADEBONCOEUR is Associate Professor of Human Development, Learning and Culture in the Department of Educational and Counselling Psychology at the University of British Columbia. Her research includes learning from young people about their experiences engaging in informal learning contexts, as well as rethinking learning and teaching relationships with educators. Related publications include Re/Constructing “The Adolescent”: Sign, Symbol, and Body, co-edited with L. P. Stevens and published in 2005 by Peter Lang. Recent publications include: Framing achievement when learning is unified, in Phillipson, Ku, and Phillipson (Eds.), Constructing Educational Achievement: A Sociocultural Perspective, published in 2013 by Routledge; and "Locating Social and Emotional Learning in Schooled Environments," in Mind, Culture, and Activity, with Collie in 2013.
  • Hitaf Kady-Rachid
    University of British Columbia
    E-mail Author
    HITAF KADY-RACHID holds a master’s degree in Media Psychology and Social Change, and is pursuing a PhD at the University of British Columbia. Her research focuses on racial and ethnic diversity in print and visual media and explores trends that shape and frame minorities in North America. As a minority in both her native home, Lebanon, and in Canada, where she has been living for most of her life, she is committed to examining the inequitable representation and participation of minority groups in mainstream society, and in promoting potentially beneficial ways for diversifying mainstream environments.
  • Bruce Moghtader
    University of British Columbia
    E-mail Author
    BRUCE MOGHTADER is a master’s student in Human Development, Learning and Culture in the Department of Educational and Counselling Psychology and Special Education at the University of British Columbia. His research interests include the formation of educational practices in relation to their historical, cultural and social context.
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