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Since Lit in Colour—the initiative which aims to help UK schools make the teaching of English Literature more inclusive—was jointly launched by Penguin Random House UK (PRH) and race equality think tank the Runnymede Trust in September 2020, the 40-strong team has been working to turn its findings into positive actions; aiming to effect change in every piece of a complex puzzle.
Dr Halima Begum joined Runnymede as c.e.o. in August 2020, having previously held senior positions including in the Foreign, Commonwealth & Development Office. Positive in outlook, she praises the dynamism of the Lit in Colour: Diversity in Literature in English Schools initiative, with the report released in June, as well as frequently using the word “joy” when talking about how it aims to expand the curriculum.
“For the first time ever, we were able to commission research (conducted by a team of four at Oxford University) that actually quantified what was happening regarding lack of diversity in the teaching of English Literature. The response from schools has been brilliant, for having actual evidence has meant that teachers and school librarians have been able to change the minds of their headteachers, and it’s allowed them to voice concerns where previously they might have lacked the confidence.”
It was Penguin that originally approached Runnymede to work on the project—something for which Begum is profoundly grateful. “Our experience of working with PRH has been brilliant. Look: they absolutely love books, and they’re also a company that’s looking outwards, thinking about the future and what their readers and young people want. Obviously this is a journey for all of us, and I was struck by their humility and desire to engage. Lit in Colour is an idea that came from grassroots level: it was the staff who said they wanted to do something that would bring about long-term systemic change and make a generational difference, and the whole company has embraced it.
“We’re an organisation that holds a very pure message in many ways, is very authentic, so inviting us to get involved took courage. At the beginning some of the team were worried about possible reactions from the media, and yes, we have frequently had the question: ‘What are you trying to remove from the curriculum?’ To which I always respond that we don’t want to take anything out; we want to keep adding. To me it seems obvious that more inclusivity can only be a good thing, supporting the greatest range of literary
talent possible.
“It’s something I believe needs to catch on: the idea of widening and broadening. Sometimes certain types of language and terminology might suggest things are more radical than they are, and what’s difficult at the moment is that language can be so polarised, with everyone pushed to take sides—often quite extreme ones. And I certainly don’t think education should follow those extremities. Equally, I think the general public has always been further ahead of the curve than those who are the decision makers. I genuinely believe that society has been poised for change, because that change reflects what’s happening in our lives already.”
We’re unapologetic about the work we do, and Penguin wanting to stand side by side with us—that’s genuine allyship
She continues: “We’re unapologetic about the work we do, and Penguin wanting to stand side by side with us—that’s genuine allyship. Particularly as their true value isn’t even about the money or size of the team they’ve been able to invest. It’s in their brand: their ethos and commitment. The fact that they’re leaning in has meant we were also able to bring examination bodies on board—and that’s where you’ll see true systemic change.”
Pearson became the first awarding body to diversify its GCSE-set texts in 2019, and both Pearson and OCR are already working closely with the Lit in Colour team to ensure a more dynamic integration and greater take-up from students. One of the report’s findings was that only fewer than 1% of those sitting exams answered a GCSE exam question on a text by a person of colour. Another was that, with texts that include challenging issues of race, teachers sometimes felt they lacked the confidence to teach those issues, particularly where their pupils might have had personal experience, for fear of over-stepping or offending.
After a report that’s actually a call to action, with concrete steps outlining how to systemically address the problems it found, Begum says that the project’s second year will therefore be all about creating resources.
“Teachers are busy. They have 30 students in each class and no spare time to do all the research that’s needed. That’s where the gap currently is, and we want to fill it. I believe it will make a big difference in terms of building teachers’ confidence, showing them ways they can approach things and guiding them on how to handle discussions.”
Of course, not all texts need to address issues of racism and pain, and this too is something the report has documented teachers saying. It claims it was difficult to find “everyday” narratives to use as set texts, and books tended to be either about exceptional people, or have experiences of racism or “struggle” as their core narrative.
Begum agrees it’s an issue. “If in the curriculum you only find [Mohsin Hamid’s 2007 novel] The Reluctant Fundamentalist—which became popular because we’ve been concerned about fundamentalism—then where will the Muslim students find something to be proud of? It’s important to provide diversity of experiences and role models. Include Hamid’s book, of course, but have something like [Margot Lee Shetterley’s] Hidden Figures too, showing the Black women who had a part to play in NASA.
“In our project conversations with Penguin we do ask these questions, and we have a fantastic advisory board who are very conscious of what this new wider representation will look like. I know that Penguin are equally keen on presenting the full experience, not just the single story.”
I ask what she feels the report’s biggest success has been. “I do think it’s had systemic impact. Having the examination boards leaning in. Having other publishers think, ‘OK, one of the biggest publishers in the country is in the programme—how do we up our game?’ Most of all, it’s all the teachers and educators who now feel like, ‘You know what, I think we can do this.’ For me that’s the biggest thing.”
Lit in Colour was created in 2020 by Penguin Books UK and race equality think tank, The Runnymede Trust. The aim of Lit in Colour is to support schools in the UK to make the teaching and learning of English literature more inclusive. This includes commissioning research to better understand barriers and possible solutions, as well as providing practical support including book donations, free teaching resources and more.