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publication  \nISSN: 17 55-6031  \nJournal homepage: [https://www.cambridgeassessment.org.uk/our-research/all](https://www.cambridgeassessment.org.uk/our-research/all)published-resources/research-matters/  \nWanted dead or alive: Canonical authors for literature in English curricula  \nJude Brady, Dominika Majewska and Jackie Greatorex  \nTo cite this article: Brady, J., Majewska, D., & Greatorex, J. (2025). Wanted dead or alive: Canonical authors for literature in English curricula. Research Matters: A Cambridge University Press & Assessment publication, 40, 7–27. [https://doi.org/1 0.1 7863/CAM.1 21 934](https://doi.org/1 0.1 7863/CAM.1 21 934)  \nTo link this article: [https://www.cambridgeassessment.org.uk/Images/research](https://www.cambridgeassessment.org.uk/Images/research)matters-40-wanted-dead-or-alive-canonical-authors-for-literature-in-englishcurricula.pdf  \nAbstract:  \nOur study explored 250 international teachers’ definitions of the English-language literary canon. Questionnaire respondents defined the literary canon, rated the aesthetic value of 22 prose texts, and gave the 22 texts a “canon rating” to indicate the extent to which they thought the text was canonical. We found that teachers find some value in the literary canon, as defined by them, whereas others called for the canon to be expanded or disbanded. We report that perceived aesthetic quality appears to be a dimension of canon, and that authors seem to be admitted to the canon posthumously. The work provides a rare insight into teachers’ definitions of canon – information that helps those who set curricula, and those in the wider education ecosystem, to understand the complex meanings underpinning requests for students to study more or fewer canonical texts.  \nCambridge University Press & Assessment is committed to making its documents accessible in accordance with the WCAG 2.1 Standard. We’re always looking to improve the accessibility of our documents. If you find any problems or you think we’re not meeting accessibility requirements, contact our team:  \nResearch Division, [ResearchDivision@cambridge.org](ResearchDivision@cambridge.org)  \nIf you need this document in a different format contact us, telling us your name, email address and requirements and we will respond within 1 5 working days.  \n© Cambridge University Press & Assessment 2025  \nFull Terms & Conditions of access and use can be found at  \nT&C: Terms and Conditions | Cambridge University Press & Assessment  \n© Cambridge University Press & Assessment 2025  \nWanted dead or alive: Canonical authors for literature in English curricula  \nJude Brady (Education Futures), Dominika Majewska (Research Division)  \nand Jackie Greatorex (Research Division)  \nIntroduction  \nThe literature that children study in school is a contentious topic (Boakye, 2023). It is often a key concern in curriculum reforms because literature has the capacity to shape students’ world views, their sense of citizenship, and their relationships with themselves and others (Bal & Veltkamp, 2013; Sundorph, 2 020). Given the transformative potential of literature, it is important to reflect on which texts are presented in schools, and to ask who selects them and why they are chosen. Oftentimes these decisions are made or constrained by national-level policymakers, or as has been the case recently in Florida (USA), political lobbyistsand parents might wield influence over what is set for study (Marcus, 2023; Salam, 2023). Ideas about which texts should be included in curricula are frequently framed by discussions about literary merit, cultural importance, or the ability of a text to open up new worlds to readers – and these may be dimensions of what it means to be “canonical”(Cambridge Dictionary, 2023). Our research sought to understand the definitions of the canon of literature in English as held by teachers across the world to identify commonalities and divergences i","cbCaikbLN50uk9co","https://ap.wps.com/l/cbCaikbLN50uk9co","pdf",714382,22,"English","# Introduction\n## History of canon\n## Revering the canon","[{\"question\":\"What did the study ask English-language teachers about the literary canon?\",\"answer\":\"The study explored teachers’ definitions of the literary canon and how they evaluated which prose texts are canonical through questionnaire responses.\"},{\"question\":\"How was “canon rating” used in the research?\",\"answer\":\"Teachers rated the aesthetic value of 22 prose texts and assigned a “canon rating” reflecting the extent to which they considered each text canonical.\"},{\"question\":\"What does the research suggest about the basis for canon judgments?\",\"answer\":\"Perceived aesthetic quality appears as a key dimension of canon, and the results suggest authors may be admitted posthumously.\"}]","Wanted dead or alive: Canonical authors for literature in English curricula - Research Matters • Issue 40 | PDF",1792038657,34]