ABSTRACT
This chapter focuses on the discussions about the relative potential benefits and limitations of different text choices for different students and considers questions of equity and inclusivity in literature education. Discussions around appropriate text choices in literary study often rightly orient to debates around challenge. The chapter considers some of the practical parameters that inform decisions about text choices. One productive way in which it is possible to think through the advantages and disadvantages of different text choices is to draw on schema theory, and in particular the concept of narrative schemas. The classroom, then, is a reading environment where students without rich narrative schemas for a text are led through it by a teacher with a highly accreted narrative schema at their disposal. A. Quigley offers an excellent consideration of text choices in relation to developing literacy and comprehension skills, as well as student confidence.
