Inclusion is a process and practice that involves working with diversity as a resource. In inclusive organizations and societies, people of all identities and many styles can be fully themselves while also contributing to the larger collective, as valued and full members. Working toward inclusion in diverse organizations and societies can often be experienced as polarizing and presents many challenges and tensions. These tensions can productively be understood and addressed from a paradox perspective. This article discusses three core paradoxes of inclusion: those involving self-expression and identity, boundaries and norms, and safety and comfort. The manifestations of and approaches to managing each paradox are discussed.

In this article, Bernardo Ferdman argues that cultural diversity has significant implications for the processes of becoming and being literate. He explores these connections by analyzing the relationship between literacy and cultural identity in a multiethnic society such as the United States. Ferdman asserts that literacy is culturally framed and defined; therefore,members of different cultures will differ in what they view as literate behavior. This, in turn, can influence how individuals engage in literacy acquisition and activity. He further argues that the type and content of literacy education that individuals receive can influence their cultural identity. He concludes by arguing that the connections between literacy and culture must be fully acknowledged and better understood in order to achieve the goal of literacy acquisition for all.

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This conceptual paper addresses the presumed interactive effects of work group inclusion and diversity on work group performance. Building on prior theory and research focusing on individual-level inclusion, we put forth the construct of collective experience of inclusion, the aggregated degree to which members of a group feel valued by, engaged with, and able to express themselves authentically within their work group, both as individuals and as members of multiple identity groups. We propose that collective experience of inclusion will be positively associated with indicators of the group's performance. This relationship, we further propose, will be moderated by the diversity of the group's membership, such that, as diversity increases, the positive effects of the collective experience of inclusion on performance will be enhanced. Finally, we propose that variation in the degree to which individuals experience inclusion in the group, as assessed with an index of dispersion in the experience of inclusion, will further moderate this effect, and attenuate the positive interactive effects of collective experience of inclusion and diversity on performance.