D Wolke, S T Lereya, H L Fisher, G Lewis, S Zammit
Bullying in elementary school and psychotic experiences at 18 years: a longitudinal, population-based cohort study
Psychological medicine
language defined narrowly mathematics classrooms racially linguistically minoritized students classrooms could systematically positioned learners deficiency recent scholarship calls expanding notion language emphasize embodied expression mathematical ideas taking critical perspective understand racialized experiences using languages disciplinary learning spaces article proposes reconceptualization embodiment language racialized multilingual learners study conducted grade 1 classroom linguistically racially diverse school canada series professional development sessions worked experienced teacher redesign normalized institutionalized pedagogy toward greater mobility racialized multilingual learners bodies intertwined intellectual liberation focusing spatiality pedagogy previously restrictive areas school transformed place augments embodied expression mathematical ideas agentive participation minoritized learners analysis focused embodied discourse participating racialized multilingual students used actively engage mathematical discussion findings show designed pedagogy characterized spatial temporal expansion learning environment offered spaces uncertainty spontaneity decreased control teacher explicator article furthers anticolonial approaches understand intersection racialized bodies language mathematics education