By: Elizabeth Chen; Staff Writer
Over the past few years the English curriculum has changed, as well as the requirements for what students are reading. With an always changing society, there is a push to make the books that are taught to be more inclusive and culturally diverse. At Mills especially and throughout the district there has been a push to be more inclusive and replace some of the books to be more culturally diverse.
Currently, it is more about acknowledging diverse cultures and identities outside of what is considered the canon and written by white males who are no longer alive. Canon is the body of books, narratives and other texts considered to be the most important and influential of a particular time period or place. In the school district, there is a list of approved books which can be taught. Over the years, certain books haven’t been used, such as To Kill a Mockingbird. This book is still on the list for approved texts but hasn’t been taught because most of the students had already read it in the previous grades. Instead of To Kill a Mockingbird teachers are now teaching books which relates to different cultures. These books include Persepolis, which exposes students to Iranian culture, and Absolutely True Diary of a Part-time Indian which is about Native American culture.
The books on the board approved list is always expanding, and when the books are cycled through, no goes through and removes them from the list. For certain books to be taught, the school must have it in stock and it needs to be approved. For the most part, the same books are taught for each grade. Each teacher normally selects books from a core book list and has to coordinate with the textbook room so there is enough for each student to have a copy. Some teachers may even put in a recommendation for a certain book to be put into the curriculum.
Not only have some of the books changed, but the writing requirements have also changed. There is now a greater emphasis on four types of writing which include narrative, synthesis, argumentative and analytical. Some teachers have even been putting the focus of those essays on the culture and identities of the students. Due to this, which books are taught and what the topic of the essays are varies from teacher to teacher. Certain teachers will have different topics that they want to incorporate into their teaching. These variations may include having more culturally diverse authors, female writers, or those who represent the LGBTQ community while others may want to find more books and stories on important world issues and the individual student’s views.
Other ways that the curriculum has changed is that it has now gone to common core standards and teachings. For teachers who have been teaching for a while, the change has been very welcomed and creates a better way for students to connect with the literature they are reading. As it got more difficult for students to relate to the works that were done many years ago, there was push for change and increase in diversity not only by Mills but throughout the district. With the increase in more culturally diverse topics where students could relate to the work some of the teachers have noticed that students have been doing better and become more engaged.
Ultimately, over the years, the English books and requirements have taken a step towards a more inclusive and diverse curriculum. This sends the message that all voices matter and when respectfully represented it can help improve a students understanding of what is being taught. Through the long process of change, Mills has been able to find books which connect more to the student body and their personal identities.
