Diverse Learners Top Hat Organizer

Literacy Education and Disability Studies:
Reenvisioning Struggling Students
One of the main differences in both articles I found,
that can shock a reader, is the understanding that this
article focuses on recognizing, “...disabled ways of
being in the world as equally valid,” ​(Collins & Ferri,
2016, 9). Although Article 2 does mention validity
and equality, the main focus is understanding the
differences of cultures and how to gain this
“equality.” Collins and Ferri, focuses on the
individual student’s disability and how to honor it to
find the best way for them to operate in their
classroom rather than sticking to the normal way a
“nondisabled” student would. This DSE approach
and article also focus heavily on the relationship, not
only between teacher and student, but also on their
relationship with parents. They begin to speak on
practices that dehumanize and disenfranchise
students with disabilities, and how collectively as a
group the teacher, student and parents must voice
their opinion on the matter. The whole DSE
perspective that this article speaks upon is a choice to
break through the patterns that are set in stone in
certain schools.
Navigating cultures and identities to learn
literacies for life: Rethinking adolescent literacy
teaching in a post-core world
A part of this article that I found to be most different
is the idea of “navigation.” Unlike the first article
which was really focused on going in head-strong to
support the student right away, the, “navigating
across social and cultural identities, discourses,
cultures and relationships,” requires a great sense of
understanding and sensitivity as it, speaks, “...to
issues of power and privilege,” (Giroux, et al., 2017,
5). The article itself mentions a plethora of studies
conducted between literacy and culture. By the end,
the reader comes to an understanding of the power
experience and culture has on literacy. You cannot
fully understand literacy, without understanding what
is going on in the world around you and your place in
it. Thus, the teacher has to also understand that power
dynamic, and navigate their way through that
understanding and instill onto their students their
endless capabilities. Teachers can help students
understand the imbalances of society and break
barriers for their futures ahead. This idea of
understanding culture of students has always been an
ongoing problem, but the idea of navigation sets a
good standard for a teacher to follow

Similarities
Both articles spoke on disabilities being something that should be studied more through a social lens, and less
through a medical lens. In the Collins and Ferri article, they mentioned disability as both, “...an issue of
access and an equally valid aspect of identity and culture,” (Collins & Ferri, 2016, 8). In both cases of
educating a student with a disability or a different culture/background teachers have to think how to infuse
that unique side of that student into the curriculum and thus breaking down all the barriers for students to
receive full education and success. Both articles spoke about the same idea of intentionally having inclusive
classrooms, whether that be centered around disabilities or cultures. Being able to have this sense of
inclusivity within the students creates a sense of belonging, but also a challenge in a supportive classroom and
curriculum. Lastly, to the core of both articles, none focused on how to “fix” a student, rather how to work
with them to reach their highest potential. It was all about breaking down barriers and putting the students in
situations of uncomfort to be able to grow through those and be seen.

I had a hard time understanding why so many studies have to be mentioned? There comes a point where the
second article felt more like pages of internal citations rather than synthesized information. Also, with the
idea of culture and identity in the back of my mind, how do you navigate through culture without a student
feeling singled out. From my experience in high school there would be only a handful of colored students in
the room so how can you work your way around that without them feeling weird about it.
 References

Collins, K., & Ferri, B. (2016). Literacy Education and Disability Studies: Reenvisioning Struggling Students.

Journal of Adolescent & Adult Literacy,​ ​60(​ 1), 7-12. Retrieved September 12, 2020, from

http://www.jstor.org/stable/44011343

Moje, B., Giroux, C., & Muehling, N. (2017). ​Navigating cultures and identities to learn literacies for life:

Rethinking adolescent literacy teaching in a post-core world.​ In K. Hinchman & D. Appleman (ed)

Adolescent literacies: A handbook of practice-based research.