Shakespeare, Other Classics Still Dominate High School English – Education Week

 

Report on U.S. Secondary English Curricula and Sustainable Development Goals

Executive Summary

A recent survey by the National Council of Teachers of English (NCTE) reveals that secondary school English curricula in the United States have remained largely unchanged since the 1980s. The persistence of a traditional, non-diverse literary canon presents significant challenges to the achievement of key Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice and Strong Institutions). While educators express a strong desire to incorporate diverse literature, systemic barriers, including curriculum mandates and censorship, impede progress toward creating inclusive and equitable learning environments.

Analysis of Curriculum Content and its Alignment with SDGs

The Predominance of a Traditional Canon

The survey data indicates a significant lack of diversity in the most frequently assigned literary texts, a reality that conflicts with the aims of SDG 4 to ensure inclusive and equitable quality education for all. The top ten most assigned titles were all authored by white individuals over 60 years ago, demonstrating a static curriculum that fails to reflect global and cultural diversity.

• Romeo and Juliet
• The Great Gatsby
• The Crucible
• Macbeth
• Of Mice and Men
• To Kill a Mockingbird
• Night
• Hamlet
• Fahrenheit 451
• Frankenstein

This homogeneity suggests that students are not being consistently exposed to a wide range of perspectives, which is a core component of a quality education designed for a globalized world.

Implications for SDG 10: Reduced Inequalities

The current state of the curriculum directly impacts progress on SDG 10, which calls for the reduction of inequality within and among countries. By prioritizing a narrow canon, the education system risks perpetuating cultural and racial inequalities.

1. Underrepresentation: The overwhelming majority of teachers (93%) report using diverse literature, but for most, it comprises 50% or less of their curriculum. This indicates that voices from marginalized communities remain supplementary rather than integral.
2. Lack of Progress: The comparison with a 1989 survey by Arthur Applebee shows minimal change, indicating a systemic failure to advance inclusivity and representation in educational materials over several decades.
3. Student Connection: Educators note that students who feel unrepresented in literature are less likely to engage with reading, creating an equity gap in literacy skill development.

Classroom Practices and Barriers to Achieving SDG Targets

Educator Efforts to Promote Inclusive Learning

Despite systemic constraints, many educators are actively working to advance the principles of SDG 4 and SDG 10 at the classroom level. A common strategy is pairing traditional texts with contemporary, diverse works to foster critical thinking and empathy. For example, pairing Romeo and Juliet with Jason Reynolds’ Long Way Down allows for discussions on timeless themes like feuds and violence through both a classic and a modern, culturally relevant lens. This practice helps students “see themselves in these works,” a crucial step toward inclusive education.

Censorship as a Barrier to SDG 16 and SDG 10

A significant barrier to curriculum diversification is censorship, which undermines the foundation of SDG 16 (Peace, Justice and Strong Institutions) by weakening the educational system and obstructing open dialogue. Approximately 44% of teachers reported experiencing censorship from their school or district.

The primary targets of this censorship directly conflict with the goals of reducing inequality (SDG 10):

• LGBTQ+ representation
• Sexual content
• Material related to race and/or racism

This climate of censorship has a chilling effect, with one in five teachers reporting disinterest in using books about the LGBTQ+ community, often due to fear of controversy. Such restrictions prevent educators from addressing complex social issues and fostering the understanding and empathy necessary for building peaceful and inclusive societies.

Analysis of SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article discusses issues related to the quality and content of education, focusing on the lack of diversity in literature, censorship, and the importance of inclusive learning environments. These themes directly connect to the following Sustainable Development Goals (SDGs):

• SDG 4: Quality Education: The entire article is centered on the curriculum in K-12 English classes, questioning whether the current educational content is equitable, inclusive, and effective in developing critical skills for all students.
• SDG 10: Reduced Inequalities: The core debate highlighted is the underrepresentation of diverse voices in school literature. The article points out that the most assigned books are by white authors, and there’s a struggle to include works representing people of color, people with disabilities, and the LGBTQ+ community, which is a matter of reducing inequality in education.
• SDG 16: Peace, Justice and Strong Institutions: The article discusses censorship and restrictions on educational materials. Issues like book bans and limitations on teaching about racism, sexism, and LGBTQ+ topics relate to fundamental freedoms, access to information, and the strength and fairness of educational institutions.

2. What specific targets under those SDGs can be identified based on the article’s content?

SDG 4: Quality Education

• Target 4.7: “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.”
  
  Explanation: The article emphasizes the need for diverse literature to develop skills like “critical thinking, perspective-taking, other human skills like empathy.” Teachers argue that including diverse works helps students “see themselves in these works” and connect with the material, which directly supports the goal of appreciating cultural diversity and developing empathy.

SDG 10: Reduced Inequalities

• Target 10.2: “By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.”
  
  Explanation: The article highlights a significant lack of inclusion in the curriculum. The fact that the “top 10 titles… were written more than 60 years ago—all by white authors” demonstrates a failure to include diverse perspectives. The desire of “9 in 10 respondents” to “use more diverse literature” reflects a push towards the social and cultural inclusion of all groups in the educational narrative.
• Target 10.3: “Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies and practices and promoting appropriate legislation, policies and action in this regard.”
  
  Explanation: The article points to discriminatory practices that create unequal educational opportunities. It mentions that “20 states have imposed bans or restrictions that would limit how teachers can discuss racism or sexism” and that “44% of teachers said they experienced censorship from their school or district.” These policies and practices are barriers to equal opportunity in education.

SDG 16: Peace, Justice and Strong Institutions

• Target 16.10: “Ensure public access to information and protect fundamental freedoms, in accordance with national legislation and international agreements.”
  
  Explanation: The issue of censorship is a direct challenge to this target. The article states that “local attempts to ban, challenge, or restrict books in public schools rose after 2020” and that the most common reasons for censorship were “LGBTQ+ representation and sexual content,” followed by material on “race and/or racism.” This represents a restriction on access to information and an infringement on the academic freedom of teachers to provide a comprehensive education.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

SDG 4: Quality Education

• Indicator for Target 4.7: Percentage of curriculum composed of diverse literature.
  
  Explanation: The article provides a direct measure for this, stating that while “a vast majority of teachers—93%—say they use diverse literature,” for most, “it makes up 50 percent or less of their course curriculum.” Tracking this percentage over time would indicate progress.

SDG 10: Reduced Inequalities

• Indicator for Target 10.2: Proportion of assigned literary texts written by authors from diverse racial and ethnic backgrounds.
  
  Explanation: The article implies this indicator by noting that the top 10 most assigned books were “all by white authors.” A change in the diversity of authors on this list would be a clear measure of progress.
• Indicator for Target 10.3: Number of states or districts with restrictive policies on teaching about race, sexism, or LGBTQ+ issues.
  
  Explanation: The article quantifies this by mentioning that “20 states have imposed bans or restrictions” and “44% of teachers said they experienced censorship.” A reduction in these numbers would signify progress.

SDG 16: Peace, Justice and Strong Institutions

• Indicator for Target 16.10: Number of reported incidents of book challenges, bans, or restrictions in schools.
  
  Explanation: The article references tracking of such incidents by the “American Library Association and PEN America,” implying that this data exists and can be used as an indicator.
• Indicator for Target 16.10: Percentage of teachers reporting censorship that limits their text choices.
  
  Explanation: The NCTE survey provides a specific data point: “about 44% of teachers said they experienced censorship from their school or district.” This percentage serves as a direct indicator of the level of restriction on access to information in classrooms.

4. Table of SDGs, Targets, and Indicators

SDGs	Targets	Indicators Identified in the Article
SDG 4: Quality Education	4.7: Ensure all learners acquire knowledge and skills for sustainable development, including appreciation of cultural diversity.	Percentage of curriculum composed of diverse literature (stated as “50 percent or less” for most teachers).
SDG 10: Reduced Inequalities	10.2: Empower and promote the social and political inclusion of all, irrespective of race, ethnicity, etc.	Proportion of assigned texts by authors from diverse backgrounds (currently, the top 10 are “all by white authors”).
	10.3: Ensure equal opportunity and eliminate discriminatory policies and practices.	Number of states with restrictive educational policies (currently “20 states have imposed bans or restrictions”).
SDG 16: Peace, Justice and Strong Institutions	16.10: Ensure public access to information and protect fundamental freedoms.	Percentage of teachers reporting censorship (stated as “about 44%”); Number of book bans/challenges tracked by organizations like the ALA.

Source: edweek.org