A literature curriculum is not just random books and personal preferences
A few months ago, I was talking to secondary school teachers about the literature line at their school. By ‘literature line’, I mean the way literature teaching is organized over one year and also over the years, how it is (or not) seen as a line of continuous development, and how texts are selected and on which criteria. One of them told us – and this happened so many times in the past that this example will have to stand for many – that she intended to put a book on the reading list of her upper-form kids (havo 5 in the Netherlands, which prepares for Professional universities but not full-blown academic universities). Which book? Paul Lynch’s Prophet Song . Even the other teachers around us were…shall we say surprised? Now, don’t get me wrong: everyone who has read that novel praised it, thought it superb and profound and all those things. But everyone who has read that novel knows about its idiosyncrasies as well: run-on sentences, absence of clear dialogue marks, missin...