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Maternal suicide attempts are associated with adverse psychosocial outcomes in children, but the association with chronic morbidity is poorly understood. We examined the relationship between maternal suicide attempt and risk of hospitalization for potentially preventable conditions in offspring.
We analyzed a longitudinal cohort of 1 032 210 children born in Quebec, Canada between 2006 and 2019. The main exposure measure was maternal suicide attempt before or during pregnancy. Outcomes included child hospitalizations for potentially preventable conditions, including infectious diseases, dental caries, atopy, and injury up to 14 years after birth. We used adjusted Cox proportional hazards regression models to estimate hazard ratios (HR) and 95% confidence intervals (CI) for the association of maternal suicide attempt with risk of hospitalization for these outcomes.
Compared with no suicide attempt, children whose mothers attempted suicide had an increased risk of hospitalization for infectious diseases (HR 1.11, 95% CI 1.06–1.16), dental caries (HR 1.31, 95% CI 1.15–1.48), and injury (HR 1.16, 95% CI 1.03–1.31). Risk of hospitalization for any of these outcomes was greater if mothers attempted suicide by hanging (HR 1.46, 95% CI 1.22–1.75), had their first attempt between the age of 25 and 34 years (HR 1.27, 95% CI 1.13–1.42), and had 3 or more attempts (HR 1.56, 95% CI 1.27–1.91). Maternal suicide attempts were more strongly associated with child hospitalization before 10 years of age.
Children whose mothers have a history of suicide attempt have an elevated risk of hospitalization for potentially preventable conditions.
Nathalie Auger, who grew up between and within languages, pleads for a plural and inclusive "hospitable" pedagogy, a pedagogy of and for diversity. Through the encounter and study of social representations of plurilingualism and linguistic diversity within urban multilingualism, she has examined social and linguistic fractures that generate verbal and symbolic violence, multilingual walls and stigmatization. These experiences naturally led her to address these fractures in her work through a linguistically sensitive pedagogy.
In the pages of this volume, authors have generously shared stories and perspectives – personal and professional – about their experiences at the intersections of Multilingualism and Education. While contributors have undoubtedly been privy to their students’ and their research participants’ language biographies, it has not been common in academic publications for researchers to also disclose their own language biographies. While some authors shared that they were uncomfortable with this exercise, we remain grateful for each individual who rose to the challenge. We invited a variety of researchers to take a singular look at crucial notions in our fields of research and pedagogical action. By bringing them together, we have chosen to lay the groundwork for a conversation that will lead researchers, educators and students to greater understanding of our use of these concepts, based on the acceptance and recognition of a fluid and changing reality that adapts and requires adjustments over time. This collection of papers makes visible how concepts and practices emerge and take shape differently across contexts. When we adopt an embodied listening posture, we can begin to imagine futures for our field that allow us to move forward, building knowledge and transforming practice together.
Educational linguistics has many faces, embodied by thousands of researchers around the world. Whether scholars use similar or divergent terminology, it can be difficult to discern the contours of how concepts are taken up across and even sometimes within contexts. The interpretation of theoretical constructs requires a contextual articulation in relation to history: Where have theoretical constructs come from? How do they manifest? And, where might they lead us? This book aims to bring to life issues and perspectives regarding multilingualism and education that have emerged in specific contexts and through varied lived experiences. Taking a biographical approach, through the individual trajectories of contributing researchers, allows us to better understand how our epistemologies shape the way we mobilize concepts.
For decades, international researchers and educators have sought to understand how to address cultural and linguistic diversity in education. This book offers the keys to doing so: it brings together short biographies of thirty-six scholars, representing a wide range of universities and countries, to allow them to reflect on their own personal life paths, and how their individual life experiences have led to and informed their research. This approach highlights how theories and concepts have evolved in different contexts, while opening up pedagogical possibilities from diverse backgrounds and enriched by the life experiences of leading researchers in the field. Beyond these questions, the book also explores the dynamic relationships between languages, power and identities, as well as how these relationships raise broader societal issues that permeate both global and local language practices. It is essential reading for students, teacher educators, and researchers interested in the impact of multilingualism on education.