Cian O'Callaghan (Dublin Bay North, Social Democrats)
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250. To ask the Minister for Education and Skills if she will consider suspending the use of prescribed English texts which include racial slurs until there is a review of their suitability; and if she will make a statement on the matter. [35987/20]

Norma Foley (Kerry, Fianna Fail)
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The curriculum is considered to be for all learners regardless of race, religion, socioeconomic background, gender or orientation. It is the aim of my Department that every child has access to equitable education and that each learner feels safe and happy in the school environment, at every stage.

At post-primary level, there are a number of prescribed texts for Junior Cycle and Leaving Certificate. The decision on which particular text to use rests with the school itself. They can choose whichever text best suits the context of their teaching.

Achieving a balanced list of texts remains a challenging and worthwhile endeavour and work continues to create a broadly balanced, diverse and inclusive list every year. For example, the most recently published list of prescribed texts for Junior Cycle English is current for the student cohorts 2018-21, 2019-22 and 2020–23. This list will be reviewed in the coming months and made available to schools for the 2021-24 cohort.

A variety of factors influence the selection of prescribed texts, including the aspiration to achieve social and cultural diversity and inclusivity, the age appropriateness of texts, the merit of the text on grounds of excellence, as well as practical factors, such as availability and cost. As prescribed lists are developed from year to year, additional factors come to the fore and influence the choices made. In addition, newly published authors are considered for inclusion. Contemporary issues and world events also impact on prescription.

The prescribed text list working groups for Junior Cycle and Leaving Certificate English is informed and guided by Criteria for the Selection of Texts which aims to achieve a balance between classic and contemporary texts; Irish and non-Irish authorship; seeks gender balance in authorship and representation; embraces diversity and inclusion; accessibility of texts; general suitability and comparative potential.

Outside of these prescribed works, the decision on any additional texts to support teaching and learning rests with the school.

Current and previous text lists offer many opportunities to explore issues relating to racism and inclusion/exclusion of particular groups in society.

The text list for Junior Cycle English currently includes, for example, the novels Things Fall Apart by Chinua Achebe; Noughts and Crosses by Malorie Blackman; and the play The 14th Tale by Inua Ellams.

Other texts which offer opportunities to explore issues relating to racism and inclusion/exclusion of particular groups in society include The Secret Diary of Anne Frank; The Cay by Theodore Taylor; Of Mice and Men by John Steinbeck; To Kill A Mockingbird by Harper Lee; Between Shades of Gray by Ruta Sepetys and the play Girl from the North Country by Conor McPherson.

At Leaving Certificate level, the text list for English currently includes Americanah by Chimimanda Ngozi Adichie. A number of texts in translation (generally one film and one novel) are also available for study. In the spirit of embracing diversity broadly, currently, the film Mustang by Deniz Gamze Erguven, the memoir If This Is A Man by Primo Levi and the novel Out of Shadows by Jason Wallace are also available for study.

The plays Eclipsed by Patricia Burke Brogan and Tribes by Nina Raine and the novel The Lauras by Sara Taylor explore the experiences of marginalised groups, namely women in the Magdalene laundries, the deaf community and transgender teenagers. The classic novel Frankenstein by Mary Shelley offers significant scope to explore the concept of othering in society and to link it to current examples, such as the black lives matter movement.

How best teachers can be supported in approaching potentially controversial topics (such as those that are very topical in the media at present) always form an important part in discussions in relation to prescribed texts and will continue to do so. In our increasingly diverse society, it is crucial that students see their own story reflected in their learning and teachers should be supported in planning and developing quality learning opportunities that are contextualised to the students sitting in their classrooms. Communication from students as to their experiences in the classroom are very welcome and help shape the support we can offer to teachers.