What is the current representation of authors of color in GCSE English literature?

Currently, only 1.9% of GCSE pupils in England study books by authors of colour, a figure that has seen slow growth over the past five years.

Why is diversity in the school curriculum a concern?

There is concern that progress in diversifying school texts is too slow, potentially leading to a society where inclusion is threatened and diversity is viewed negatively.

What is the government's stance on curriculum diversity?

The Department for Education has stated that the curriculum will be adapted to allow teachers to select a broader range of texts and authors.

Home / Education / Authors warn of closing doors for diversity in schools

Authors warn of closing doors for diversity in schools

27 Jan

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Summary

GCSE English literature has only 1.9% of pupils studying authors of color.
At current pace, 10% of students will study authors of color by 2046.
Inclusion in schools faces a 'tide turning against' diversity efforts.

Authors warn of closing doors for diversity in schools

Bernardine Evaristo, a Booker prize winner, has voiced concerns that progress in diversifying England's GCSE English literature curriculum is alarmingly slow. She warns that this stagnation risks young people growing up in a society where "doors are closing" and inclusion is under threat.

According to a report by the campaign group Lit in Colour, only 1.9% of GCSE pupils in England currently study books by authors of colour. This represents a slight increase from 0.7% five years ago, but at the current rate, it will take until 2046 to reach 10% of students. This is significantly slower than desired, especially as 38% of pupils in English schools are from minority ethnic backgrounds.

Lit in Colour, a collaboration involving Penguin Random House and the Runnymede Trust, highlights that while the proportion of set texts by authors of colour has risen to 36%, many teachers still opt for familiar texts due to a lack of resources and training time. Evaristo emphasizes that as diversity faces opposition, ensuring these texts are on the curriculum becomes even more crucial.