Reflection and projection: Inclusive and diverse texts in the English Language Arts curriculum

Abstract

Engaging students in the reading process is challenging when they are unable to connect to texts. It is important to provide inclusive and diverse texts (IDTs) in the language arts curriculum. To promote a positive reading experience, all students need to read IDTs with non‐stereotypical depictions of girls, women, people of Color, and more. This is challenging when obstacles such as limited resources, a lack of teacher preparation to meet challenges, and stakeholder opposition to “non‐traditional” literature may hinder educators' efforts to include IDTs. Using effective instructional strategies, increasing home and school literacy connections, and providing focused teacher training can help overcome these obstacles. Literary texts that reflect multiple identities will promote a more equitable representation of all students within the classroom community. This paper discusses possible strategies and approaches for including and engaging with IDTs and resources educators can use to address instructional challenges and find high‐quality texts.