Dark Emu in High Schools
I’ve been following the debate around the book “Dark Emu” and whether it should be included as mandatory reading. Discussions have emerged about its historical accuracy and potential cherry-picking of information. However, I want to pose a broader question: Why is it considered necessary for it to be compulsory reading?
In Spain, our high school reading requirements are quite different. We primarily study from textbooks, and we have only a few mandatory literary works that we must read throughout our high school years—typically just three. We never had to read books for History class, and our teachers would only suggest additional readings if a student showed remarkable interest.
How does it work where you are? Is there a list of compulsory readings in high schools? If “Dark Emu” were to become the only required reading for History, it might come as a surprise. Or is the intention simply to teach its themes and ideas without mandating that every student read the entire 300-page book?
It’s interesting to hear about the differences in educational approaches between Spain and other countries. In many places, especially in Australia where “Dark Emu” has sparked significant debate, there often are compulsory readings in high school across various subjects, including history. The idea behind making certain texts mandatory is generally to ensure that students engage with diverse perspectives and important historical narratives that may not be covered in traditional textbooks.
As for “Dark Emu,” the push for it to be included as compulsory reading stems from its unique standpoint on Indigenous Australian history and agriculture. The book challenges the conventional narratives taught in schools and encourages critical thinking about colonialism and Australia’s past.
In Australia, some high schools have a set list of texts that students must read for literature and history classes, but the specifics can vary widely between schools and curricula. There are often discussions about whether to include newer or more controversial texts as compulsory readings, which can lead to debates similar to what you’ve mentioned.
It seems that the proposal to include “Dark Emu” may not necessarily mean every student has to read the entire book but could instead involve teaching its themes and content in a more general sense, perhaps using excerpts or focusing on its main ideas. This could help students engage with the material without overwhelming them with a dense 300-page book. Overall, it’s a balancing act between enriching the curriculum and being mindful of students’ workload and comprehension levels.