Reading Lessons by Carol Atherton review – breathing new life into old texts

How one teacher wrestles meaning and relevance from classics of English literature

The sentiment expressed here resonates deeply with many people. The quote highlights the enduring impact of the literature we study in school, suggesting that these texts often leave an indelible mark on our lives. Whether it's "Pride and Prejudice," "Macbeth," "Noughts and Crosses," or any other classic or contemporary work, these are the books that we spend hours dissecting, analyzing, and memorizing during our school years.

The act of annotating these texts with colored pens and committing passages to memory is a testament to the effort and dedication we put into understanding them. As a result, these books become ingrained in our minds and hearts, shaping our perspectives and leaving a lasting impression long after we've finished our studies.

This quote speaks to the transformative power of literature and the profound influence it can have on our lives, even decades after we first encounter it in the classroom. It celebrates the richness of the literary canon and the enduring relevance of the stories and themes it contains.

Carol Atherton's exploration into the broader and deeper kinds of learning available to teenagers studying English literature at school suggests a rich and multifaceted approach to teaching these texts. Rather than merely focusing on rote memorization or surface-level analysis, Atherton likely encourages students to engage deeply with the themes, characters, and contexts of the texts they study.

Through her "reading lessons," Atherton likely demonstrates how a skilled and empathetic teacher can help students uncover layers of meaning and relevance within classic works like "An Inspector Calls" and modern classics like "I Know Why the Caged Bird Sings." This might involve exploring historical and cultural contexts, delving into the social and political issues addressed in the texts, and encouraging students to connect these themes to their own lives and experiences.

By fostering a spirit of curiosity, critical thinking, and empathy, Atherton likely empowers students to develop a deeper understanding of literature and its role in shaping our understanding of the world. Rather than treating these texts as mere "warhorses," she likely encourages students to see them as living, breathing works that continue to resonate and provoke thought long after they were written.

In doing so, Atherton's approach to teaching English literature opens up new avenues for learning and discovery, enriching students' educational experiences and helping them develop important skills and insights that extend far beyond the classroom.

Atherton's approach to teaching Robert Browning's "My Last Duchess" exemplifies her skill in uncovering contemporary resonances within classic literature, even when students initially find the text unengaging. By providing guidance and framing the discussion in relatable terms, Atherton transforms what could be perceived as a dry Victorian poem into a lively exploration of power dynamics and control that resonates with students' own experiences.

By likening the Duke of Ferrara to a "master gaslighter," Atherton draws parallels to more familiar forms of manipulation and control that students may encounter in their own lives. This comparison opens up avenues for discussion about issues such as coercive relationships, parental authority, and gender roles, prompting students to reflect on how these themes manifest in their own experiences and contemporary society.

The shift from discussing a historical figure from the 16th century to exploring modern-day examples of control, such as cyberstalking, injects energy and relevance into the classroom discussion. Suddenly, the text becomes a springboard for exploring pressing social issues and engaging with the complexities of human behavior, transforming the learning experience from mundane to electrifying.

Atherton's ability to bridge the gap between the past and the present, between literature and lived experience, demonstrates the transformative power of literature in sparking meaningful conversations and fostering critical thinking among students. It underscores the enduring relevance of classic texts and their capacity to illuminate the human condition across time and cultures.

Atherton's use of "To Kill a Mockingbird" as a tool for exploring the intersection of economic inequalities and racial prejudice highlights her ability to draw connections between literature and contemporary social issues. By examining the labor practices of the 1930s American South depicted in the novel, Atherton prompts her students to reflect on how similar dynamics manifest in their own community, particularly in relation to migrant workers in the fields near their school.

The juxtaposition of historical events with present-day realities, such as the 2016 Brexit referendum and its impact on migrant workers in the Fens, encourages students to consider the enduring effects of prejudice and discrimination. Atherton's inquiry into the experiences of migrant workers sweating in the fields, juxtaposed with the xenophobic rhetoric of the Brexit campaign, prompts students to empathize with the challenges faced by marginalized communities and interrogate the societal structures that perpetuate inequality.

Through this exploration, Atherton fosters critical thinking and empathy among her students, encouraging them to recognize the complexities of social issues and the importance of confronting injustice. By anchoring the discussion in literature, she provides a framework for understanding and engaging with the world around them, empowering students to become thoughtful and compassionate citizens.

Overall, Atherton's approach demonstrates the transformative potential of literature as a catalyst for social awareness and change, illustrating how classroom discussions of classic texts can inspire students to grapple with pressing contemporary issues and advocate for a more equitable society.

In her teaching, Atherton champions a subject that inspires youthful intellects to transcend the limitations imposed by social media algorithms.

Atherton reflects on the evolution of her teaching approach over the course of her career, lamenting the constraints imposed by the modern curriculum. In the past, she had the freedom to engage students in creative exercises beyond mere text comprehension, such as writing stories from the perspectives of secondary characters in novels like "To Kill a Mockingbird" or delving into the backstory of characters like Magwitch from "Great Expectations."

However, Atherton notes that the current curriculum leaves little room for such exploratory activities. Instead, educators are compelled to adhere strictly to the prescribed syllabus, limiting opportunities for students to delve into alternative narratives and imaginative exercises. Atherton's analogy of being confined to the main road, with no opportunity to explore side avenues, underscores the frustration she feels at being unable to provide her students with more enriching and diverse learning experiences.

Despite these challenges, Atherton's commitment to fostering critical thinking and creativity in her students remains unwavering. She continues to seek innovative ways to engage her students within the confines of the curriculum, ensuring that they develop a deep and nuanced understanding of literature despite the limitations imposed by external constraints.

In "Reading Lessons," Atherton intertwines personal anecdotes from her own upbringing to underscore her unwavering commitment to teaching as a vocation of profound significance. Hailing from a northern working-class background, she defied odds to secure a place at Oxford University, where she pursued doctoral research on the evolution of English literature as an academic discipline.

Despite her extensive academic achievements, Atherton finds fulfillment in her role as an educator. Her decision to pursue teaching might appear perplexing to some of her students, whose perspectives may be influenced by societal norms prioritizing lucrative careers. They may wonder why someone with her credentials would choose to be "just a teacher."

However, Atherton sees teaching as a calling that transcends material success. For her, the opportunity to inspire and empower young minds, regardless of their socioeconomic backgrounds, is the highest form of fulfillment. She recognizes the transformative impact that education can have on individuals and society as a whole, and she embraces her role as a guide and mentor with passion and dedication.

Through her personal narrative, Atherton challenges societal perceptions of success and underscores the intrinsic value of teaching as a noble profession. Her story serves as a poignant reminder that true fulfillment lies not in wealth or status, but in the meaningful impact we make on the lives of others.

Atherton's response to her students' questioning reflects a broader perspective on the value of education beyond mere transactional outcomes. In a generation conditioned to view education as primarily transactional, her emphasis on the intrinsic worth of teaching English literature stands out. She contends that nothing surpasses the importance of guiding young minds to transcend the confines of social media algorithms, which dominate their lives outside the classroom.

Unlike STEM subjects, where the focus may be on technical skills and problem-solving, studying English requires students to engage imaginatively with diverse perspectives and narratives. Atherton believes that this ability to empathize and understand the lives of others is a vital skill, one that transcends the boundaries of any specific subject and holds immense value in all aspects of life.

In essence, Atherton champions the idea that education is not merely about acquiring knowledge or skills for personal gain, but about fostering empathy, critical thinking, and a deeper understanding of the world. By encouraging her students to explore the complexities of human experiences through literature, she equips them with a fundamental skill that is invaluable in navigating the complexities of modern society and forging meaningful connections with others.

Reading Lessons: 

"The Books We Read at School, the Conversations They Spark and Why They Matter" by Carol Atherton is available for purchase through Fig Tree for £18.99. To obtain your copy and support the Guardian and Observer, you can order it at guardianbookshop.com. Please note that delivery charges may apply.

Source: Theguardian‍