The debate over literature in school curricula has intensified in recent years, particularly regarding texts like “To Kill a Mockingbird,” “Of Mice and Men,” “Things Fall Apart” and “Their Eyes Were Watching God.” While these works have long been celebrated for their literary merit, they also raise critical questions about the representation of marginalized communities. The call to reevaluate these texts is not about erasing history but about ensuring that Black experiences and histories are accurately and respectfully portrayed. Now, amid growing efforts to remove Diversity, Equity, and Inclusion (DEI) initiatives from education, the fight for authentic representation in literature is more urgent than ever.
Historically, literature taught in American schools has been overwhelmingly Eurocentric, shaped by colonial influences that marginalize Black voices. Many so-called classics reinforce racial stereotypes or minimize the depth of Black experiences. “To Kill a Mockingbird,” for example, is often praised for its critique of racial injustice, yet it presents the story primarily through the eyes of a white character, Atticus Finch, perpetuating a “white savior” narrative. While the novel exposes American racism and classism, it simultaneously reinforces the false notion of Black inferiority by centering whiteness as the moral compass.
Advocates for curriculum reform argue that Black stories should be told by Black authors, ensuring authentic representation and avoiding narratives that distort or diminish Black realities. The goal is not to ban literature but to expand the canon to include works that reflect the full spectrum of Black history and culture.
The movement to replace outdated texts with more representative literature has met resistance. Critics argue that classic literature provides essential lessons about historical injustices and fosters critical thinking. They warn that removing these texts could lead to a sanitized version of history, preventing students from grappling with the complexities of race in America.
An alternative approach suggests keeping these books in the curriculum while reframing their teaching. Instead of passively accepting problematic narratives, educators can facilitate discussions that challenge biases, unpack historical contexts, and introduce counter-narratives by Black authors. This approach encourages critical engagement, empowering students to analyze how race is represented and whose perspectives are prioritized, essentially challenging these narratives.
The push to eliminate DEI from American education threatens progress toward a more inclusive curriculum. Representation matters – not just in literature, but in how history is taught, whose voices are amplified, and what perspectives are deemed worthy of study. Erasing diverse narratives from education does not protect students; it deprives them of the full truth.
A history told incompletely is a dangerous distortion. When the ugly parts of history are removed, what remains is propaganda. True education requires honesty, inclusion, and a commitment to presenting multiple perspectives.
As the conversation around literature and education evolves, one thing remains clear: All students deserve to see themselves reflected in what they learn. A curriculum that fully acknowledges the past – without sugarcoating or erasing difficult truths – enriches society by opening the door for accountability and healing. Advocating for inclusion serves to grow a unified and truly diverse nation. As we are on the brink of seeing what feels to many like the undoing of democracy, understanding the truth about history without eliminating the ugly parts means more now than it ever has before. We must foster a deeper understanding of our shared history. There is just something about that word “ALL.”
The Black Lens news staff contributed to this report.