From diversity to belonging - Nurturing inclusivity and literacy skills in the classroom

Oct 15, 2026

Upload by Miles

A workshop summary focused on helping educators build brave spaces through literacy by using culturally responsive pedagogy. The article argues for inclusive classroom environments where students’ dignity is protected and diverse voices are centered, enabling learners to develop belonging and growth. It details practical steps for introducing diverse reading materials, stresses starting with peace and everyday life rather than trauma, and shares classroom experiences and discussion strategies that strengthen connection across cultures.

LanguageEnglish

CategoryLifestyle

FormatPDF

Pages10

Reading Time15 min

AccessFree to download

Introduction

Where to Begin

Promoting Dignity and Belonging

From diversity to belonging: Nurturing inclusivity and literacy skills in the classroom Elaine Johnson Abstract This article is a summary of information provided in a workshop encouraging educators to explore creating brave spaces in schools and communities through literacy. Educators are introduced to a culturally responsive pedagogy that prioritizes fostering inclusive literacy environments and supporting students with dignity. Teachers are encouraged to nurture diverse voices and promote meaningful, inclusive literacy experiences that foster belonging and growth for all students. Introduction As an educator of color in a suburban school district, moving the goal from diversity to belonging through literacy in the classroom has been my passion throughout my entire career. It is my mission to bring more diverse reading materials into classrooms so children of all races and backgrounds can see themselves represented in a positive way that fosters belonging and growth. Growing up in West Philadelphia, I had the privilege of going to schools with Afro-centric teachers. My teachers exposed me to historical, fiction and non-fiction stories with African or African-Americans as the main character. Reciting stories in the first grade, such as Honey, I Love by Eloise Greenfield, helped me develop a sense of belonging. From my childhood experiences, I was inspired to attend Hampton University, a Historically Black College and University, and obtain a Bachelors of Arts In English Early Childhood Education and a Master’s in Education. After graduating from college, I began teaching in an inner-city elementary school that had mostly African-American students. Immediately, I noticed a lack of reading materials in the classrooms that featured stories and characters that looked like the students in my classes. I realized that seeing myself reflected in my teachers, curriculum and peers from a young age and through young adulthood was a privilege that most students of color do not have. I questioned how children could thrive in an educational setting when they lack a sense of belonging, and how we as educators can create a positive learning environment in the classroom, particularly through literacy. In this article, I share my best practices for introducing diverse stories to classrooms, the positive impact it has on all children, and ways to increase student literacy and understanding through various classroom activities. I also identify some books by African-American authors that have become my classroom favorites. Where to Begin For children to have a sense of belonging, it is imperative that teachers nurture inclusivity through literacy. When I introduce a new story to my class, I choose books with relatable stories that feature main characters who are persons of color. I also do not start with books about the Civil Rights Movement, slavery or trauma. Instead, we start from a place of peace, assurance and everyday lives of children of color. Salt in His Shoes by Deloris Jordan, is one of my favorite stories for introducing diverse literature to my third-grade students. It is the story of a young Michael Jordan. He wanted to be taller, so his mother told him to put salt in his shoes. The scenes include young Michael Jordan in his family home, playing basketball, eating dinner, going to church, and going to the neighborhood playground. I love sharing this story with my students because it positively depicts everyday activities of an African-American family. The first time I introduced this book to my class, I was nervous about how it would be received by the students, parents, and school administration. However, the feedback has always been positive. After reading the book aloud to the class, I leave it out and available for the students who want to read it independently. Every year, students share how they wanted to “be like Mike,” or how they related to young Michael when he was teased by older kids who were bet

FAQs

What is the article’s main goal regarding literacy in the classroom?

To move from diversity to belonging by using literacy to create inclusive learning environments where students feel seen, supported, and connected.

How does the author suggest choosing the first books for students?

Choose stories with relatable main characters of color and begin with everyday experiences and peace rather than starting with themes like civil rights, slavery, or trauma.

Why does the author share diverse stories and discussions instead of avoiding them?

The author argues that students, parents, and administrators appreciate diverse stories, and meaningful discussions help bridge cultural gaps and build community connection.

Oct 15, 2026

Upload by Miles