Abstract
This ethnographic case study examines the relationship between literacies, school and community cultures by exploring literacy events as they unfold for Somali children in an elementary school. Field notes and interviews involving Somali and school community members are analysed based on the view that literacies are enmeshed in cultural, racial and religious differences. Validating these differences within school culture is important so that children, instead of experiencing marginalisation, can regain voice, power and self-worth. The data provide examples that legitimate children's personal and communal histories in the classroom. By proposing a pedagogy of difference, educators can chart possibilities for inclusion by weaving multiples literacies in school culture.
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