Kids are natural-born readers—if we give them the right books. But here's where it gets controversial: what exactly are the "right" books? This question has sparked a fiery debate in education circles, with the Lit in Colour movement leading the charge to overhaul English Literature education. They argue that the current GCSE reading lists are stuck in the past, failing to reflect the vibrant diversity of modern Britain. But is this a necessary evolution or a risky departure from literary tradition?
Campaigners insist that broadening the curriculum to include more writers of color and diverse voices could reignite a passion for reading among disengaged students. Take Saba, a student at The Swan School in Oxfordshire, who told Sky News, "Difference and diversity in literature help everyone understand the world better. It’s important for everyone to see themselves in the stories they read." This sentiment is echoed by Caspar, who credits exposure to a wider range of voices with making him more empathetic and open-minded. "You never truly understand someone’s life until you see it through their eyes," he added.
And this is the part most people miss: research by Public First for Lit in Colour reveals that 33% of young people say school reading lists have turned them off books entirely, while 68% want a curriculum that mirrors contemporary Britain. Caleb, another student, shared how diverse voices in literature have empowered him as a young Black man: "It shows me that I can achieve anything." Bana added, "It opens up perspectives that some students might never encounter otherwise."
Harriet Hintzer, head of English at The Swan School, agrees. "Campaigns like Lit in Colour prove that kids love reading—if we give them the right stuff," she told Sky News. "There are now so many resources available, and we’re eager to share them."
The government’s Curriculum and Assessment Review has recommended schools incorporate more diverse books and poems, but campaigners argue progress is too slow. So, where’s the balance? Critics, like Dr. Alka Sehgal Cuthbert of Don’t Divide Us, warn that expanding the curriculum risks diluting academic rigor. "Shakespeare and Dickens aren’t just literary icons; they’re products of their time and place," she said. "Their enduring value lies in their unparalleled literary talent."
Dr. Cuthbert also questions whether diverse books meet the same literary standards, suggesting they might be better suited for leisure reading rather than academic study. "Students deserve the best," she added. "Not every book is curriculum-worthy."
Currently, some exam boards do include works by authors like Malorie Blackman, Kazuo Ishiguro, and Zadie Smith, alongside classics. The Department for Education has pledged to maintain high standards while allowing teachers more flexibility to choose texts. But the debate rages on: Can we modernize the curriculum without sacrificing literary excellence?
What do you think? Should Shakespeare and Dickens remain at the heart of English Literature, or is it time to make room for more diverse voices? Let us know in the comments—this is a conversation that needs your voice!
