Diversity in Literacy 1

Diversity in Literacy

Shiyan Guo

Graduate School of Education, University of Pennsylvania

EDUC 606 Literary Theory, Research, and Practice

Dr. Alesha Gayle

April 10, 2022

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Michael Cole (1998) says that there are two ways to deal with diversity: make it go

away or make use of it as a resource. The concept of diversity is no longer unfamiliar to us

now, and in general, it means acknowledging that each individual is unique and understanding

our individual differences. In today’s globalized and ever-changing world, we embrace

diversity in race, ethnicity, gender, language, culture, and so forth. Diversity is also an essential

topic in literacy education, because students from different backgrounds have their unique

ways of “reading the word and the world” (Freire, 1987, p.32). While much of current research

has focused on racial or ethnic diversity in literacy classrooms, few have touched on the ability

dimension of diversity.

The definition of diversity varies. As far as I am concerned, ability diversity in literacy

can mean the different reading/writing speed and comprehensive levels, and how well one can

apply reading and writing skills in order to navigate in different social contexts. Individuals’

literacy abilities are closely associated with their socioeconomic status, education level,

languages, culture, etc., thus different and unique. Some people are good at academic writing

while others struggle to write simple e-mails; some enjoy reading obscure poems while others

can only read things written in plain language. In schools, students with various backgrounds

and experiences come to class showing different literacy ability levels. Therefore, teachers

need to know how to deal with the issue of literacy ability diversity.

But in reality, how well do schools recognize and celebrate individuals’ diversity in

their abilities? In the United States, despite the policy effort to welcome students’ diversity in

race, ethnicity, languages, etc., into classrooms, there is still “the continuing marginalization
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of students in segregated classrooms” (Berriz et al., 2015, p.45). And classroom experiences

also mirror structural hierarchies in society which puts disadvantaged students at risk (Gadsden

et al.,2009). In the context of single-raced China, students often receive single and inflexible

instructions, and are being constantly assessed by standardized reading/writing tests instead of

having opportunities to discover and develop their abilities through reading for pleasure and

free writing. Therefore, the structure of the school system is insufficiently differentiated to fit

the range of abilities and different destinies in life of its heterogeneous student body

(Deschenes et al., 2001). In other words, most schools fail to truly embrace diversity, and many

students are unable to live up to their full potentials.

Contrary to the school structure that classifies students based on their abilities and

assesses them using a single evaluation criterion, education should be inclusive for all, which

means that we should value diversity and the unique contributions each student brings to the

classroom regardless of their abilities. Within literacy specifically, educators should discard

the deficit model and stop labeling students as struggling readers or writers. Danforth (2015)

and Goodley (2017) argue that disability is not seen as a problem located in particular bodies

or brains of individual students but rather a social artifact created and maintained by a lack of

fir between a particular learner and his or her context (as cited in Collin & Ferri, 2016, p.2). In

other words, students are not born to be unsuccessful; rather, it is the social context that puts

them at risk. Thus, Frankel& Brooks (2019) argues that “the focus must shift to understanding

the conditions under which a reader might be more or less successful and to where and how
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that reader might benefit from meaningful support” (p.112). It also raises the question of how

educators or teachers should design curricula to accommodate students’ abilities and needs.

To truly embrace diversity, the literacy curriculum should be flexible, and teachers have

the freedom to teach. Berriz et al. (2015) emphasize that teacher knowledge is a powerful

resource for schools, districts, and the nation. However, teacher knowledge is rarely included

and utilized in decision-making. Disability studies in education (DSE) also “encourage

classroom teachers to use rather than abdicate their content expertise to support diverse learners”

(Collins & Ferri, 2016, p.3). Moreover, students learn when they are cared for, appreciated,

and encouraged, and motivated teachers with the freedom to teach can make this happen.

Despite the pressure from the curricular mandate and the threat of standardized testing, it is

also necessary to construct and negotiate a critical literacy curriculum for students to explore

their potentials and possibilities (Vasquez, 2014). Otherwise, teachers will be merely teaching

a curriculum rather than teaching students.

Diversity in content also matters in literacy teaching. Today’s students are so diverse,

and have their own unique experiences and funds of knowledge. However, the standardized

and decontextualized language and literacy instruction and the skill-based approach to

instruction might result in students being viewed as deficient (Flores, 2018, p.654). Therefore,

students need to see themselves and their lives reflected in the contents they read. Efforts to

provide diverse and inclusive contents to students can help them feel more visible and

appreciated, and thus motivate them to read more and improve their reading proficiency.
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Scholars have offered more suggestions for making use of diversity as a resource.

According to Morrell (2017), “we must ask different questions, we must identify and

problematiz our notions of success, we must advocate for the equitable distribution of material

resources” (p.454). Berriz et al. (2015) also advocate that literacy education should offer a

place “where students would be challenged to step up and discover their own potential, and

where a diverse and engaged school community would have a voice in its own future” (p.50).

Indeed, valuing students’ experiences and abilities is at the heart of celebrating diversity.

However, “balancing the need to account for both the regularity and variance in culture and

avoiding generalizations has been challenging” (Gutiérrez et al., 2009, p.220). While educators

recognize student diversity and offer accommodations to students’ abilities and interests,

promoting students’ acceptance and belongingness should not be ignored in literacy teaching.
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References

Berriz et al. (2015). Looking Forward Backwards: Teaching Freedom and Democracy in the

Classroom. In Nieto, S. (Eds.), Why we teach now (pp.45-62). Teachers College

Press.

Cole, M. (1998). Can cultural psychology help us think about diversity. Mind, Culture, and

Activity, 5(4), 291-304.

Collins, K., & Ferri, B. (2016). Literacy education and disability studies: Reenvisioning

struggling students. Journal of Adolescent and Adult Literacy, 1–6.

Deschenes, S., Cuban, L., & Tyack, D. (2001). Mismatch: Historical perspectives on schools

and students who don't fit them. Teachers college record, 103(4), 525-547.

Flores, T. T. (2018). Breaking silence and amplifying voices: Youths writing and performing

their worlds. Journal of Adolescent and Adult Literacy, 61(6), 653–661.

Frankel, K. K., & Brooks, M. D. (2018). Why the “Struggling Reader” label is harmful (and

what educators can do about it). Journal of Adolescent and Adult Literacy, 62(1),

111–114.

Freire, P. (1987). The importance of the act of reading. In P. Freire & D. Macedo (Eds.),

Literacy: Reading the word and the world (pp. 29-36). South Hadley, MA: Bergin

and Garvey.

Gadsden, V. L., Davis, J. E., & Artiles, A. J. (2009). Introduction: Risk, equity, and

schooling: Transforming the discourse. Review of research in education, 33(1), vii-xi.

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Gutiérrez, K. D., Morales, P. Z., & Martinez, D. C. (2009). Re-mediating literacy: Culture,

difference, and learning for students from nondominant communities. Review of

research in education, 33(1), 212-245.

Morrell, E. (2017). Toward equity and diversity in literacy research, policy, and practice: A

critical, global approach. Journal of Literacy Research, 49(3), 454-463.

Vasquez, V. M. (2014). Negotiating critical literacies with young children. Routledge.