1. The Literary Canon
Mike Fleming

2. Outline
Arguments for
Arguments against
Underlying issues and values

3. What do we mean by ‘canon’?
Official specification of texts, authors genres
De facto canon – tacit agreement

4. Justification for canon
Notions of ‘quality’
Cultural heritage
Issues of national identity
Ensuring representation
. The traditional criteria for forming the canon have primarily been associated with notions of quality, selection of those texts or authors which are considered ‘the best’.

5. Arguments against Challenge to absolute judgements
Insensitive to diverse nature of society
Need for curriculum to be appropriate Associated with traditional pedagogy based on authority
Curriculum not just about specifying content

6. Underlying issues Definitions of literature Conceptions of reading
Judgements about literature

7. ‘Democratic’ canon Prevents de facto canon being left to chance
Ensures entitlement
Seeks balance

8. Some questions for consideration
Does the specified canon leave sufficient flexibility for teachers and pupils to exercise some choice?
Are there mechanisms for regularly reviewing the literary curriculum?
Are teachers involved in discussions about the appropriate choices of text and authors?
Is there a sufficient balance between national texts and texts from other cultures?

9. Does the specified curriculum pay sufficient attention to process as well as content?
Does the curriculum take account of the need to engage pupils’ interests in wider reading?
Is the definition of ‘text’ sufficiently broad to represent contemporary culture?