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Who Among Us May Be Literate? Closing the Gap Between Literacy and Diversity

  • Charles DukesEmail author
  • Kavin Ming
Chapter
Part of the Springer International Handbooks of Education book series (SIHE, volume 29)

Abstract

Who may be literate? The disparities in literacy rates for a number of children are untenable. For years, many students from diverse racial and ethnic backgrounds have been systematically denied access to education, resulting in unacceptable illiteracy rates. Additionally, students with disabilities have been assumed incompetent and not worthy of receiving literacy instruction. If social justice includes respect for human rights and dignity, then it must be the case that denying anyone access to adequate education or assuming incompetence is unacceptable. In this chapter, social justice leadership is considered in the context of an expanded agenda that includes literacy as a basic human right and necessary component to school programming. School leaders have always shouldered a great deal of the responsibility to articulate the mission and vision for school-wide programming, and as such, this chapter includes a discussion about considerations for school leaders when creating an informed social justice agenda that specifically includes literacy. The discussion concludes with a description of several recommendations for school leaders who wish to move toward an informed practice, including school-wide efforts that promote literacy.

Keywords

Professional Development Academic Achievement Social Justice School Staff School Leader 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Department of Exceptional Student EducationFlorida Atlantic UniversityBoca RatonUSA
  2. 2.Department of Curriculum and PedagogyWinthrop UniversityRock HillUSA

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