Teaching Key Stage 3 literature: the challenges of accountability, gender and diversity

Kneen, J, Chapman, S, Foley, J, Kelly, L, Smith, L, Thomas, H and Watson, A (2022) 'Teaching Key Stage 3 literature: the challenges of accountability, gender and diversity.' Literacy. ISSN 1741-4350

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Official URL: https://doi.org/10.1111/lit.12288

Abstract

This article presents the results of a study, conducted in parts of Wales and southwest England, focusing on what literature is being taught to learners aged 11–14 years. By exploring this area, we gain insight into influences on teacher choices and the challenges faced by teachers. Our research, which included a survey of over 170 teachers as well as teacher interviews, provides a snapshot of young people's experiences studying literature in the early secondary years (Key Stage 3). The results show that while some schools provide variety and diversity in their choice of texts and authors, the majority provide a limited diet of literature with texts mainly from male writers, with male protagonists. Girls are rarely the main focus. Nor do the majority of children study literature written by or about those from black and minority ethnic backgrounds, highlighting a lack of diversity. Literature teaching at Key Stage 3 is increasingly influenced by the demands of GCSE and exam accountability. We hope the study can act as a catalyst for discussion about what ought to be the purpose and focus of literature study in England, Wales and beyond.

Item Type: Article
Keywords: literature, novel, poetry, plays, Key Stage 3, secondary, gender, diversity
Divisions: School of Education
Identification Number: https://doi.org/10.1111/lit.12288
Date Deposited: 16 May 2022 15:35
Last Modified: 16 May 2022 15:35
URI / Page ID: http://researchspace.bathspa.ac.uk/id/eprint/14779
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