Should Schools Move Away from Prescribed Reading Lists?
As a parent watching my children navigate the world of reading, it’s hard not to notice a significant shift in educational approaches in recent years. Gone are the days when one classic novel dominated the required reading list – if such a list even existed. Instead, teachers cater to individual student needs, offering a varied array of contemporary novels to choose from. This change, while seemingly inclusive, raises questions about the impact on cultural literacy and the value of required reading.
Modern Reading Practices in Schools
The current system is designed to empower students, allowing them to explore different genres and themes that resonate with them personally. Teachers divide students into reading groups based on their abilities, but the criteria for this division remain a mystery. This flexible approach often leads to each child receiving several book options, enriching their reading experience with diverse perspectives.
My sons, for instance, have engaged with books like Nowhere Boy by Katherine Marsh, Miracles Boys by Jacqueline Woodson, and Return to Sender by Julia Alvarez. These contemporary novels, often with a liberal leaning, reflect the values of their Arlington, Virginia, community. However, the lack of a unified reading list sparked a discussion on the importance of shared literary experiences.
The Debate
On one hand, this approach allows students to be more involved in their reading choices, fostering a more enthusiastic reading habit. Each book, while not universally popular, brings its unique message, ensuring a balanced curriculum. My younger son, in third grade, chose between The Miraculous Journey of Edward Tulane and The Mostly True Adventures of Homer P. Figg, showcasing the variety available to them.
On the other hand, the absence of a common reading list means students from the same class might not share the same cultural touchstones. This can lead to challenges when trying to unify the class in discussions or when students seek to understand each other's backgrounds. Literary classics have long served as cultural touchstones, providing a shared understanding of literature and history. Without these shared texts, the risk of a fragmented literary landscape increases.
Controversial Choices and Common Experience
This shift has also led to discussions about certain classics that are now considered controversial or outdated. To Kill a Mockingbird by Harper Lee, for example, is a compelling story, but it may not resonate with the same generation as it did mine. While it serves as a common experience for many, its outdated perspectives and themes may be too limiting for modern students. Similarly, The Great Gatsby by F. Scott Fitzgerald, a masterpiece, might not be suitable for junior high and high school students due to their age and maturity levels.
Personal Reflections
Speaking from a personal standpoint, there are several books I remember reading as a student that I did not fully appreciate at the time. One such book was To Kill a Mockingbird. While it’s a classic, it feels more like a historical document than a reflection of current societal values. Another book that stood out was The Great Gatsby. Despite its brilliance, assigning it to middle and high school students may not always yield the desired outcomes as they struggle with understanding complex themes and symbolism.
Closing Thoughts
The modern approach to required reading in schools is undoubtedly more inclusive and student-focused. It caters to individual needs and encourages a broader spectrum of literary engagement. However, there’s a concern that this shift might inadvertently limit the cultural touchstones students share. As educators and parents, we must find a balance between ensuring a diverse and enriching reading experience and maintaining a tradition of shared literary experiences that foster a collective literary identity.