Research School Network: Building belonging by diversifying our books (Part 1) Developing a Trust reading curriculum that represents mirrors, windows and sliding glass doors

Rudine Sims Bishop argues that a reading curriculum should represent mirrors, windows and sliding glass doors. In other words, a chance for children to see themselves, to see out into the wider world, and a chance to go out in an imaginative sense, to explore.

The CLPE Reflecting Realities- Survey of Ethnic Representation within UK Children’s Literature (2023) suggests that we have come a long way from 4% of published titles featuring racially minoritised characters in their first report in 2017, to 30% of the children’s titles published in 2022. However, we need to strive towards improving the volume and quality of titles that meaningfully reflect realities available to young readers and ensuring that time/​money aren’t barriers to these featuring within the school curriculum.

Research by the National Literacy Trust places pupil reading enjoyment levels at its lowest since their records began in 2005. 2 in 5 (38.9%) of children and young people say they find it difficult to find books with characters or people like them, increasing to 1 in 2 (53.1%) children aged 8 to 11. When questioned about what would make these young people want to read, 1 in 3 cited having books that represented them.

At Great Heights Academy Trust, a 4 – 18 Trust across West Yorkshire, the demographics of each school differs but we are challenging ourselves to engage in professional dialogue around diversity and how this informs curriculum decision making. For example, at Bowling Green Academy where pupils are predominantly white British, we recognise the importance of ensuring texts provide our children with windows into other cultures. As one of our ​‘super six’ texts that are repeated throughout the year, our year 2s meet Too Small Tola and learn about her life in Lagos. This is an opportunity to feature Atinuke, a female, African author who is able to provide a glimpse into African traditions and cultures, and how our human joys and sorrows are the same.

We are developing our knowledge of texts and confronting our own vulnerabilities when considering how to tackle issues of race, migration, neurodiversity, and gender in the classroom. We are not there yet but we are committed to ensuring a sense of belonging for every child, our reading curriculum is one element of our approach.