Canadian Literature in Secondary English Classrooms: Examining Identity, Multiculturalism, and Canada’s Colonialism

Abstract

A growing body of research demonstrates that texts used in Canadian English classes are not reflective of the identities and experiences of students. This research also points out that these texts perpetuate Eurocentric and Anglo-centric perspectives, thus maintaining colonialist ideologies. Through a thematic analysis of three semi-structured interviews, this qualitative research study explores how English teachers challenge commonly held understandings of the term “Canadian literature”, and how they attempt to incorporate multicultural and Indigenous texts in meaningful ways. They share their strategies on how they use these texts to nurture discussions that are relevant and engaging to students from diverse backgrounds. The data reveals that students are most engaged in literature when they see relevant connections between the literature and their own identities, lives, and experiences. Although teachers cite Canadian literature as being especially relevant for students, the data reveals that there are significant barriers to developing a rich and well-rounded Canadian literature curriculum. This study highlights the need for greater resources and training for teachers and administration, as well as a need to close the knowledge gaps that exist in decolonizing educational landscapes within Canada.