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Imagined Futures in the Present: Minding Learning Opportunities


by Jennifer A. Vadeboncoeur & Dale Murray — 2014

Each of the previous chapters in this volume breathes life into the first three interrelated principles noted in the introductory chapter. The fourth principle in this volume, attending to possible futures in the present, requires that we, as educators and educational researchers, pay attention to the experiences of children and youth, that we learn from them and with them, and that we mind their present learning opportunities wide awake to the ways in which these are likely to bear on future opportunities.


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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. 633-652
http://www.tcrecord.org ID Number: 18310, Date Accessed: 10/19/2017 2:15:46 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 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.
  • Dale Murray
    Edmund Rice Education Australia Youth+
    E-mail Author
    DALE MURRAY has spent over 25 years working for flexible education. He began as a teacher in the Centre Education Programme, the first Flexible Learning Centre in Queensland, then became Principal of the Flexible Learning Centre Network, and is currently Director of Edmund Rice Education Australia Youth+ (EREA Youth+). As registered schools, the EREA Youth+ Centres work with community programs, NGOs, Catholic Education Offices, and state and federal governments to support the reengagement of young people who, for complex social reasons, are unable to maintain connection with mainstream schools. Murray is a partner on four research projects funded by the Australian Research Council, responsible for the Flexible Learning Arrangements reengagement service for young people in out-of-home care and the juvenile justice system, and CEO of a new registered training organization that provides accredited vocational courses for young people and professional development for youth workers and teachers. In 2012, he was awarded a Winston Churchill Memorial Trust Fellowship to investigate international research on flexible and alternative learning opportunities for young people.
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