Burant (1999) points out how school personnel must be more open to issues of cultural diversity and networking with families to better understand their needs. From a critical theory stance, it is not so much a question of fixing the system, but rather completely changing the system to allow a community where everyone is valued and respected. For teachers, it may be hard to admit that there are students in their classrooms, or their family members, whose voices are not allowed to be heard. School staff may be unwittingly silencing them by their practices; they may make them uncomfortable to speak and not feel part of the mainstream view.

Teachers can capitalize on the personal experiences and background knowledge of their students by looking beyond the standard school–related materials to employ a range of effective pedagogic strategies that will actively engage students from a variety of backgrounds. At the same time, they could support positive communication between home and school cultures and involve other family members.

Literacy practitioners, including teachers, have varying needs for information on the subject of family literacy and poverty to guide them to work more effectively and to understand the cultural matches and mismatches to the dominant mode in society. Nagle (1999) points out that most educators were socialized along white middle-class lines and may be less familiar with other cultural realities. Teachers would benefit from having time and support to allow critical reflection in their practice (Jarvis, 1992). Reflective journal writing is one pedagogical technique that would encourage teachers to speak in their own voice. Jarvis (1992) suggests that the occupational structures in teaching prevent opportunities for reflective practice, so he points to a need for a theory of practice, along with mentors and managers to help.