In a passionate call for reform, Booker Prize-winning author Bernardine Evaristo has emphasised the urgent need for a more diverse curriculum in English schools. This comes as new data reveals that despite some advances, the representation of authors of colour in GCSE English literature remains alarmingly low. Evaristo warns that the current trajectory may hinder the progress towards an inclusive society, stating that “doors are closing” on diversity and equality in education.
Slow Progress in Curriculum Diversity
The five-year progress report from the Lit in Colour campaign highlights a meagre increase in the number of GCSE students studying literature by authors of colour, rising from 0.7% to just 1.9% over the past five years. The report indicates that at the present pace, it could take until 2046 for 10% of students to engage with texts by authors of colour, and until 2115 for 38% of pupils to study these works. This is particularly striking given that, according to the Department for Education, 38% of students in English schools belong to minority ethnic backgrounds.
While the proportion of set texts by authors of colour in the GCSE English literature syllabus has increased from 12% to 36%, many educators still favour traditional texts like J.B. Priestley’s *An Inspector Calls*, citing familiarity, inadequate resources, and limited training opportunities as significant barriers to adopting new works.
A Call to Action from Evaristo
In her foreword to the Lit in Colour report, Evaristo acknowledged the progress made but expressed concern over the current climate surrounding discussions of diversity. She noted that after the murder of George Floyd and the resurgence of the Black Lives Matter movement, there was a surge of interest in addressing the barriers faced by people of colour in education. However, she fears that this momentum is waning.
Evaristo stated, “Fast forward to 2025 and it seems as if those doors are closing again. I worry that young people today are once again growing up in a society where attempts to become more egalitarian are under threat, with the tide turning against inclusion.” She underscored the importance of the Lit in Colour campaign in countering this trend, especially as the term ‘diversity’ faces backlash in some circles.
Government Response and Future Directions
In light of the findings, a representative from the Department for Education affirmed the government’s commitment to diversifying the curriculum. They stated, “As part of the government’s response to the curriculum and assessment review, we will ensure that alongside classic English literature, the curriculum will allow space for teachers to choose a wider range of texts and authors.”
This commitment aligns with Evaristo’s vision for a more inclusive educational framework, yet the scepticism surrounding actual implementation raises questions about the effectiveness of these promises.
Literacy Initiatives in Prisons
In a related development, bestselling author Lee Child has been appointed as the first prison reading laureate in England and Wales. His role aims to highlight the importance of literacy in reducing reoffending rates among prisoners. Child is set to expand a successful literacy pilot programme and invite additional authors to contribute.
“This isn’t about being soft on crime,” Child remarked. “It’s about being smart. Improving literacy is an evidence-based, practical approach that works.” His appointment coincides with the National Year of Reading, which seeks to promote reading across all ages.
Why it Matters
The push for a more diverse curriculum is crucial not only for representation but for fostering a society that values inclusivity. With the demographic landscape of English schools becoming increasingly diverse, it is imperative that educational materials reflect this reality. As Evaristo points out, the implications of failing to embrace diversity in literature extend beyond the classroom—they resonate throughout society, shaping young minds and influencing future generations. Ensuring that all students can see themselves in the stories they study is essential for cultivating empathy, understanding, and a sense of belonging in an increasingly complex world.
