ESIS responds to appointment of English Curriculum ‘experts’
We were shocked when the Department for Education (DfE) released the names of the ‘experts’ contracted to redraft the National Curriculum for England and Wales in the light of the recent findings of the Curriculum and Assessment Review (CAR). For English, only two ‘experts’ have been appointed, both of whom have existing relationships with the DfE, and both of whom are – unbelievably – white and male.
Data on diversity in the curriculum
End Sexism in Schools submitted its pioneering research to the CAR during the research stages, outlining the shocking statistics that 44% of schools in England teach no whole texts at all by women across the three years of Key Stage 3, with 82% of novels taught featuring a male protagonist.
At GCSE, the statistics are even worse, with only 5% of students studying a text authored by a woman. Our research shows that sexism is a proven and deeply embedded problem in the teaching of English across England, even when teachers have a free choice of what to teach, as they do at Key Stage 3. Lit in Colour’s research demonstrates that this is an intersectional problem, with only 2% of students studying a book by an author of colour at GCSE.
It is long past time for change. Over 50% of young people in our classrooms are female, and 38% are from BAME backgrounds. Yet in English, we are still teaching an overwhelmingly white and male view of the world.
The deep-seated white male bias in schools
The review itself acknowledges this bias within its own recommendations for English “We recommend that the Government: […] Reviews the genres specified in the English Key Stage 4 Programme of Study and GCSE English Literature subject content to ensure that students […] benefit from studying texts drawn from the full breadth of our literary heritage, including more diverse and representative texts.” (p.79)
Can only two white men really be best positioned to solve the problem of a deep-seated white, male bias, and bring about a curriculum that includes ‘more diverse and representative texts’ to ‘build empathy and understanding of others’?
We are pleased that numerous educational professionals agree with us on this issue, as has been reported in several media outlets, with Dr Ian Cushing, fellow of the English Association, saying ‘No subject should have its content designed by such a small number of individuals, and certainly no subject should have its content designed by exclusively white men’ (Schools Week).
We agree with Dr Cushing’s verdict that it is ‘insulting’ that the DfE has considered the appointment of these two male experts to be an appropriate response to redrafting a curriculum that is proven to be inherently sexist and racist, leading to many students feeling that they are not represented in their classrooms. Despite the robust research we presented to the CAR, and their acknowledgement of the problem in their report, the DfE’s actions in response to the report’s findings point to them not being committed to any meaningful change.
Calling for a representative range of experts
We are calling for the DfE to appoint a broader, representative range of experts, inclusive of women and people of colour, to draft the new English curriculum. It cannot be acceptable in 2026 to have the education of such a diverse many decided by such a limited few.
We have written to the Education Secretary, Bridget Phillipson, to tell her so, and encourage all of our supporters to do the same.
