ABSTRACT
Ball et al. go on to argue that the 'cultural heritage' view of literature can be traced through a line linking Arnold, Sampson, Newbolt and Leavis, and can be described as one of the two main paradigms evident in thinking about English, that is 'English as literature'. The fact that 'literature' has once again assumed centre-stage in the contemporary educational debate is not surprising, for the selection and range of literature studied necessarily reflects the contemporary social and cultural assumptions informing the scope and content of the curriculum. The gradual erosion of the existing arrangements for English in the National Curriculum, a process which has marked the various redraftings and changes of direction which have already taken place since 1989. The unfortunate and outdated attempt made in the proposed curriculum to recreate what Shayer called a nineteenth century 'dull diet' cannot succeed in winning the hearts and minds of young people.
