This paper considers the exclusionary practices associated with access to content-specific language as a code of power in mathematics education.
|Keywords:||Exclusion, Language, Codes of power, Explicit instruction, Content-specific language, Natural language, Content-based instruction, Mathematics|
International Journal of Diversity in Organizations, Communities and Nations, Volume 4. Article: Electronic (PDF File; 172.289KB). Article: Print (Spiral Bound).
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