Demand, Diversity and the Canon
The blog argues that GCSE English remains dominated by a narrow canon—about three‑quarters of pupils study Macbeth, over 80% study An Inspector Calls, and roughly 70% study A Christmas Carol. While calls for greater diversity highlight that only 5% of students read a whole text by a female author and even fewer by authors of colour, the author contends that curriculum selection should prioritize literary merit and practical feasibility over demographic mirroring. He explains that texts persist because they are short, well‑resourced, and exam‑friendly, not solely because they are the highest achievements of human thought. The piece concludes that meaningful reform requires merit‑based inclusion and systemic support, not tokenistic representation.
Do Schools Kill Creativity?
Ken Robinson’s claim that schools stifle creativity sparks debate over how creativity is defined, measured, and taught. Psychological research distinguishes between novelty and usefulness, and frames creativity as a system involving individuals, domains, and fields. Studies show divergent‑thinking scores decline...