Reforming the Literature Curriculum from the Perspective of Future Literary Educators
Reforming the Literature Curriculum from the Perspective of Future Literary Educators

Summary/Abstract: The issue of the literary canon taught in Hungarian elementary and secondary schools has been a hotly debated topic for years in the public eye as well as among teaching experts, parents, and students. More and more people deem it inevitable to rewrite the list of required school readings in order to create an atmosphere of literature teaching that resonates more aptly with the challenges of the modern world. Despite the above view, however, most Hungarian literature classes continue to discuss the same literary works that have been irremovably part of the canon for decades. This tenacious clinging to the “well-tried” reading lists is strongly based on the concept of the literary canon itself, the idea of steadiness and that of solid values, which have become, however, rather doubtful in today’s postmodern era. For a significant change to happen in this field, a major shift of views would be indispensable among Hungarian literary educators. What can we expect from the next generation of teachers? How do prospective teachers of literature in Hungary think about the above issue?

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