Representation and Pedagogical Canonicity

Abstract

The formation of a literary canon is an inherently political act. Historically, societal power dynamics have determined which works are included and which are excluded. Working to move pedagogical canons away from Eurocentric texts and toward more inclusive, representative, and diverse texts challenges the status quo, and calls the old power structures into question. Because the study of literature presents opportunities to “understand more about the world and those who live in it” (Hateley 77), educators should strive to intentionally expose students to a variety of “representative” texts. The object of teaching literature cannot merely be to nurture critical thinking skills. “Representativeness” acts as an essential aspect of literature, and should be utilized to present many perspectives and experiences to students.