An Exploration of Black Student Experiences of Representation of Black Culture and Characters in School Literature Through the Lens of Positive Psychology

UK schools and exam boards are gradually awakening to the importance of diverse representation and anti-racism for their students. However little has previously been done to investigate how the curriculum, specifically school literature, represents Black culture and characters and the potential psychological implications for Black students experiencing this in the classroom. This qualitative study employed the Reflexive Thematic Analysis methodology to explore these questions. Information was gathered through semi-structured interviews and Story Completion texts produced by Black participants (N = 8). Themes generated via the analysis relate to Literature of Past & Pain; Literature of Positivity & Possibility; Questioning Power in the Classroom & Literature Curriculum. Cultural responsivity of teachers in selection and facilitation of Literature lessons was found to be one of the key factors in mediating individual students’ experiences. Through the lens of Positive Psychology, the final theme What Should The Future of School Literature Be? shifts the focus towards positive change actions to promote the flourishing of Black students through school literature. Implications for Educational Psychologists, teachers of literature and the English curriculum are discussed, including the introduction of The R.E.A.D.E.R., a new tool to monitor the Anti-Racist Teaching of Literature.