The Debate Over Diversifying English Literature in Schools

The Lit in Colour campaign, initiated by Penguin and the Runnymede Trust, aims to diversify English literature in UK schools by increasing the representation of Black, Asian, and minority ethnic (BAME) authors in the curriculum. The campaign's recent five-year progress report highlights a significant increase in the proportion of GCSE set texts by BAME authors, rising from 12% to 36%. However, only about 2% of GCSE students study a full-length book by a BAME writer, indicating a disconnect between the campaign's goals and actual classroom practices.

The problem with ‘diversifying’ English literatureThe problem with ‘diversifying’ English literature

Critics question whether the curriculum should reflect contemporary demographic shifts or focus on synthesizing historical contexts. They argue that prioritizing present-day representation may undermine the educational value of literature, which serves as a window into the past and a means to understand cultural development. The emphasis on identity-based selection of authors is viewed by some as a patronizing assumption that ethnic minority students can only relate to literature written by authors of similar backgrounds.

The problem with ‘diversifying’ English literature

The campaign has garnered support from major publishing houses and educational institutions, with exam boards like OCR making controversial decisions to replace classic poets such as Thomas Hardy and Philip Larkin with contemporary poets of diverse backgrounds. This move has been labeled by former education secretary Nadhim Zahawi as "an act of cultural vandalism." Proponents of the changes argue that the curriculum should reflect the diversity of modern Britain, while critics contend that this approach risks diluting the literary canon's historical significance.

The problem with ‘diversifying’ English literature

Opponents of the diversification initiatives assert that identity politics can detract from the universal appeal of literature. They argue that the joy of reading lies in imaginative engagement with texts, regardless of the author's background. Many believe that the focus on identity can lead to a solipsistic approach to literature, where personal experiences overshadow the broader emotional and artistic merits of the works.

The problem with ‘diversifying’ English literature

While the Lit in Colour campaign aims to enhance inclusivity within the curriculum, there are concerns that it may inadvertently narrow the scope of literary education. Critics emphasize that literature should be judged on its artistic quality rather than the identity of its authors. The ongoing debate raises questions about the future of literary education in the UK and the balance between representation and the preservation of literary heritage.

The problem with ‘diversifying’ English literature

• “The idea that my classmate from Hong Kong couldn’t appreciate Shakespeare – or would even be offended by the lack of diverse authors – wouldn’t have occurred to anyone.” — Anonymous, Former Student

The problem with ‘diversifying’ English literature

• “They are our moral imperatives and must run through everything we do and are’.” — Arts and Humanities Research Council (AHRC)

The problem with ‘diversifying’ English literature

• “OCR Chief Executive Jill Duffy explained that the new set of poems ‘demonstrates our ongoing commitment to greater diversity’.” — Jill Duffy, OCR Chief Executive

The problem with ‘diversifying’ English literature

• “As Bernardine Evaristo said in 2015, the campaign aims ‘to redress an education system overwhelmingly delivered through a white filter’.” — Bernardine Evaristo, Author

The problem with ‘diversifying’ English literature

The discourse surrounding the diversification of English literature in schools continues to evolve, reflecting broader societal changes and the complexities of educational priorities.

The problem with ‘diversifying’ English literature