This study aims to examine how upper secondary English teachers consider and address diversity as evidenced through their literature selection and classroom practices. The study was conducted through qualitative semi-structured interviews with eight upper secondary English teachers who had experience of working with diversity through literature. The findings from the interviews were analyzed using the theoretical frameworks of Felski on recognition and knowledge, in combination with Rosenblatt’s transactional theory.

The results of the study show that the teachers consistently consider diversity in their selection of literature, referring to content, authorship, and availability for the students. The study also shows that teachers incorporate diverse perspectives to ensure identification, to broaden the students’ horizons, and to align with curricular foundational values. Additionally, the study illustrates variations in how diversity is addressed in the classroom, either with explicit or implicit approaches. Moreover, most of the respondents agree that strategies such as contextualizing the reading and using exercises that encourage reflection are important to promote meaningful engagement. Furthermore, several challenges were identified, particularly risks associated with addressing sensitive topics and the prevalence of resistant reactions based on the students’ experiences or opinions. Still, the teachers emphasized the importance of addressing these issues, referring to the civic mission and how literature provides a safe space to base discussions upon. The teachers explained that, generally, the students are motivated and see the relevance of encountering diverse perspectives. Ultimately, through careful selection and integration, literature was found to provide opportunities for the students to understand themselves and others better and to develop abilities important in a democratic society.