Everyone can surely name a great classic novel that they were assigned to read in their high school English class at one time or another. Whether it was The Great Gatsby, Romeo and Juliet, or To Kill A Mockingbird, there are certain novels that have become staples in the American English curriculum. These novels aren’t considered classics for no reason; they contain stories, language, and themes that shape them as works of art just begging for deeper analysis. This makes them wonderful assets in the English curriculum, because they help students expand their thinking beyond basic reading comprehension. However, these classics have limitations to their benefits.
It’s important to notice that the majority of these books do not really pertain to the lives of teenagers who, overtime, have become the intended audience (as these books continue to be read in highschools). Not only that, but 99% of these classics are written by elderly white men. Perhaps a curriculum like that was a perfect fit for the socially stagnant America in the 1960’s, but in contemporary society, it is vital that we include racially and ethnically diverse perspectives in the classroom. There needs to be a change in the types of required readings assigned to high school students in America, that still satisfy the needs of their advanced English learning.
One thing I have learned over the course of my life as an American, is that America loves to be right, and our country doesn’t easily accept responsibility when in the wrong. The reluctance among American school systems to change the dated English curriculum reflects this behavior. In their eyes and in the eyes of many English educators, these books get the job done, and they provide students with themes that embody American values: integrity, hope, honesty, etc.. While it may be true that they provide students with “American” values (whatever that means), there are other novels that can teach students these exact lessons while simultaneously sharing more modern perspectives that pertain to teenagers. For example, one reason that educators are so adamant about including The Great Gatsby in at least one high school English course is because it unleashes its fascinating theme about the American dream.
However, I recently read a beautiful novel entitled Here Comes The Sun by Nicole Dennis-Benn that provides a very similar, if not the exact same, theme. This novel tells the story of three women, a mother and two daughters, living in the impoverished areas of Jamaica as their country is taken over by hotel and tourist businesses who care only about making revenue. Throughout the book, the characters constantly talk about their yearning to go to America to have a better life. If that doesn’t scream “the American Dream”, I don’t know what does. Personally, I think this novel depicts the American dream better than The Great Gatsby does. You see, The Great Gatsby focuses on the American dream as it pertains to equity in America, and as it pertains to wealthy white men pining over wealthy white women. Here Comes the Sun focuses on the American dream as it pertains to people in third-world countries, such as Jamaica. This shapes the theme of the American dream in a much less superficial, and more beautiful way. Not only that, but Here Comes the Sun is written by a Black and female author, and we should always be looking for opportunities to amplify Black female voices. It’s time for the American school system to recognize that it has the opportunity to change. Creating a new standard for assigned readings in English classes that includes an array of perspectives from contemporary authors is a necessary step to take. Not only will it improve the English courses, but it will excite students in a way that is yet to be seen.
It should be noted that the need for including more contemporary works into English curriculums does not mean that all the classics should be ignored. As I stated earlier, they are called classics for a reason; while they tell dated stories, they do deserve to be honored by English readers. However, they don’t need to be the only literary works that we provide students. A more diverse collection of stories would connect to teens better and share minority perspectives, which are worthwhile goals to add for contemporary English curriculum.
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