by Katharine Jenkins and Jennifer Saul, based on their 'The Pragmatics of Inclusivity' (forthcoming).
Incorporating texts by authors from under-represented groups can be tricky. It is vital that the syllabus makes the authors' backgrounds salient to the students - after all, challenging the stereotype can only happen if the students are aware that the authors they read are not stereotypical. But how conspicuous should one be about including diverse materials? It is not yet clear whether it is best to be very explicit and discuss underrepresentation issues in every class; or whether it is best to simply include authors from underrepresented groups without comment. A reasonable case can be made for each approach, and what is most effective will of course also depend on the teacher, the students, and the subject matter (to note just a few factors). Below, Katharine Jenkins (Cambridge) and Jennifer Saul (Sheffield) offer some further advice, based on research described in their forthcoming paper.