The Need for Diversity in School Literature
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The Lost Pages: Why Britain’s School Curriculum Needs a Revamp
A recent report from the End Sexism in Schools charity has highlighted the state of English literature education in British schools. For decades, students have been studying the same tired texts, with 76% reading An Inspector Calls by JB Priestley for their modern text and 93% tackling either A Christmas Carol or The Strange Case of Dr Jekyll and Mr Hyde for their 19th-century novel. But what’s even more disturbing is the scarcity of female authors on the syllabus – only 5% of students study a work by a woman.
Limiting students to a narrow range of texts not only deprives them of a diverse and inclusive literary experience but also fails to equip them with critical thinking skills necessary for navigating modern life. The creative industries are worth £145.8bn to the UK economy each year, making literature our “soft superpower.” If we want to harness this potential, we need to give students a more diverse and inclusive reading experience.
The suggestion that schools are too lazy or risk-averse to change their syllabi is unfounded. The real issue lies with exam boards, who are reluctant to disrupt the status quo for fear of commercial disadvantage. This is why it’s essential that the Department for Education takes action to mandate regular changes to set-text lists and ensures students study works that reflect the gender balance and diversity of our society.
Leading authors such as Kate Mosse, Nussaibah Younis, and Frank Cottrell-Boyce offer a glimpse into a more vibrant literary landscape. Their suggestions include Percival Everett’s The Trees, a blisteringly funny novel, and Ted Chiang’s thought-provoking short stories in Stories of Your Life and Others.
A More Diverse Canon
Our current curriculum is stuck in a time warp, still teaching texts written centuries ago without consideration for their cultural and historical context. This approach is not only dull but also intellectually lazy. By limiting ourselves to a narrow range of texts, we’re depriving students of the opportunity to engage with modern complexities.
The solution lies in embracing a more diverse canon that reflects our society’s diversity. This means teaching texts by female authors, minority authors, and authors from different cultural backgrounds. It involves exploring new forms and genres, such as graphic novels and short stories. And it requires giving students the freedom to choose their own reading lists rather than following a narrow and prescriptive curriculum.
The Benefits of Diversity
Diversity is not just a desirable aspect of education; it’s essential for fostering critical thinking skills, creativity, and empathy. Exposing students to a wide range of texts and authors gives them the tools necessary to navigate modern life’s complexities.
But diversity is not just about numbers; it’s also about quality. We need to teach texts that are relevant, engaging, and thought-provoking. We must push the boundaries of what we consider “good” literature rather than sticking to tired texts.
A Call to Action
The Department for Education must take action to mandate regular changes to set-text lists and ensure students study works reflecting the gender balance and diversity of our society. This is not just a responsibility for policymakers; it’s also a duty for teachers, authors, and readers.
We need to create a reading culture that values diversity, inclusivity, and creativity. We must push the boundaries of what we consider “good” literature. And we must give students the freedom to choose their own reading lists rather than forcing them to follow a narrow curriculum.
The future of British education depends on it. Will we continue to churn out tired texts or take a leap into the unknown and create a more diverse and inclusive literary landscape? The choice is ours.
Reader Views
- PLPetra L. · interior stylist
While the recent report highlighting the lack of diversity in school literature is timely and necessary, I'd argue that simply mandating more diverse texts won't be enough to address the issue. Without proper training for teachers on how to facilitate discussions around these new works, students may still be reading about complex social issues without adequate critical thinking skills to contextualize them. Let's not forget that many educators are already pushing for change from within – what we need is more resources and support for teachers to deliver this more inclusive curriculum with confidence.
- TDThe Decor Desk · editorial
The proposed solution of mandating changes to set-text lists is a step in the right direction, but we must also consider the practical challenges of implementing such a shift. Will teachers be adequately trained and resourced to teach new texts, or will they simply be handed a revised syllabus without support? Furthermore, what criteria will exam boards use to select new works – diversity, literary merit, or something else entirely? A more nuanced approach would involve engaging with the teaching community to ensure that any changes are meaningful and effective.
- WAWill A. · diy renter
It's refreshing to see someone finally shining a light on the outdated syllabus in British schools. However, let's not forget that mandating changes won't necessarily lead to a more diverse curriculum. Unless exam boards are willing to take risks and challenge established texts, students will simply be handed new works by familiar authors. We need to think about how we're going to encourage original voices – perhaps by making room for emerging writers on the syllabus or providing resources for teachers to experiment with non-traditional texts.