Attention to visual literacy and graphic literature has greatly increased in the field of rhetoric and composition. However, the comics industry has fallen behind in terms of attention to access for readers. This webtext discusses how writing faculty can make their visual course content—comics, in particular—more inclusive while fostering discussion of disability studies and access in the classroom.

Near the end of the 19th century, literacy manuals were marketed to African Americans who sought to improve their reading and writing skills outside of a traditional classroom setting. I argue these texts had a worthwhile goal of providing literacy instruction for learners, but they were problematic in that they also served as a source for assimilation into the dominant white culture. Via archival research methods, I examine three of these manuals to discuss how they taught literacy in addition to assimilating students regarding family, politics, and religion—a marked difference from more traditional literacy instruction in the classroom. The lessons represented the idea that discrimination was not necessarily a problem caused by whites but the result of a moral deficit on the part of African Americans. One selection, “Politics,” published in Hall’s Moral and Mental Capsule (1905), edited by Josie Hall, an African American teacher, instructs, “I think it would have been better far/If the Negro had let politics alone/For the first thing he needed was a home/An education and clothes” (173). Another text Sparkling Gems of Race Knowledge (1897), written and published solely by James T. Haley, an African American publisher, seems to be the exception, emphasizing a sense of community through point-counterpoints on language used to reference African Americans. These texts raise questions of how writing instruction past and present may assimilate students through the complicated idea of bettering oneself through education. I conclude that the texts represent a still-present paradox in education; the social advantages students seek are often unattainable without some adoption of dominant social mores, even though it may unknowingly imply a student’s own cultural identity is somehow deficient.