Toni,

I think that if you read the link to the article you will see that Dr Salter deals with the issue of cross linking of subjects specifically citing the value of political oratory in English. However, he takes issue with the fact that most of it has no relevance to the English course that his daughter is meant to be studying.

While I agree that this was more suitable for a history course, the second issue is the uncritical way identity politics is taught in schools.

PS. Just ignore the resident troll

Shadow Minister and others,

David F., has raised excellent and very valid
points on page 6 of this discussion when he pointed
out to us:

"An exercise in English class to write something from
another point of view requires one to research the
background of the other person - the social conditions
that made the person what he or she was."

"It will help to create understanding of what writers
do. It seems a proper exercise in English to "define
and give examples" of social inequality, racism,
segregation, ghettos, civil rights, and slavery plus
researching the "victimhood" of American-Africans in
the US (where else?)."

"Victimhood is put in quotes as though it is imagined.
Human slavery is real victimhood and the effects are felt
in succeeding generations in the descendents of the
slaves, the descendents of the slaves and those who are
the descendents of both".

The condition of England novels - writers like Charles
Dickens, Elizabeth Gaskell, Charlotte Bronte to name
just a few, illuminated contemporary social problems
through detailed descriptions of poverty and inequality.

Something worth thinking about and discussing.
Broadening our outlooks.

//However, he takes issue with the fact that most of it has no relevance to the English course//

Since when did high school English lessons teach anything that is any way relevant? That's not what English lessons are for; English lessons are there to punish those who learnt to read back in primary school by making them sit through class readings of Shakespeare, read by classmates who struggle with modern day English. Or making them watch 'The Cars that Ate Paris', one of the worst films in cinematic history, over and over again because you think Peter Weir is a visionary director despite having seen his movies. Little wonder that English teachers have to cast around so desperately for stuff to pad out the curriculum with, because they sure as hell don't teach spelling and grammar.

//the second issue is the uncritical way identity politics is taught in schools.//

A school's job is to educate. Of course students should hear arguments both for and against racism and then test those arguments to see which hold merit... and which do not.

Dear davidf,

It would be remiss of me not to mention Swift in this context. His works were deeply wedded to the politics of the day.

A prime example is;

A Modest Proposal - For preventing the children of poor people in Ireland, from being a burden on their parents or country, and for making them beneficial to the publick.
http://www.gutenberg.org/files/1080/1080-h/1080-h.htm

"I shall now therefore humbly propose my own thoughts, which I hope will not be liable to the least objection.

I have been assured by a very knowing American of my acquaintance in London, that a young healthy child well nursed, is, at a year old, a most delicious nourishing and wholesome food, whether stewed, roasted, baked, or boiled; and I make no doubt that it will equally serve in a fricasee, or a ragoust.

I do therefore humbly offer it to publick consideration, that of the hundred and twenty thousand children, already computed, twenty thousand may be reserved for breed, whereof only one fourth part to be males; which is more than we allow to sheep, black cattle, or swine, and my reason is, that these children are seldom the fruits of marriage, a circumstance not much regarded by our savages, therefore, one male will be sufficient to serve four females. That the remaining hundred thousand may, at a year old, be offered in sale to the persons of quality and fortune, through the kingdom, always advising the mother to let them suck plentifully in the last month, so as to render them plump, and fat for a good table. A child will make two dishes at an entertainment for friends, and when the family dines alone, the fore or hind quarter will make a reasonable dish, and seasoned with a little pepper or salt, will be very good boiled on the fourth day, especially in winter."

Attempting to divorce social commentry from English literature as the author attempts to do is self serving, from someone who obviously lacks the eductation and appreciation of the wellspring of our great authors.

Dear Steele,

The study of literature is one of the best ways to
understand the different social issues that shape
our world. But more than that is opens up a world
that students may not have known much about and it
develops skills that are essential for today's
global environment. It's a chance to discover
and understand - a chance to sharpen the student's
own ability to write, read, analyze, and persuade.

Part and parcel of good education.

davidf, has summed up the reasoning behind 'lesson 4' as it relates to English as a subject rather well. Its questionable if year 8 students are advanced enough to grasps the relevance of those topics at the beginning of their high school English studies, but would be better off tackling them in depth later in the curriculum.

My concern is people from the hard right like Shadow Minister would much prefer such topics be designated taboo and not touched upon at all in the way asked. Rather if they must be discussed, then the bland facts in a History lesson will suffice. The hard right find discussion of these topics to be uncomfortable for them.