In an increasingly interconnected and dynamic world, universities have a responsibility to cultivate the next generation of inclusive, critical, and globally minded thinkers. At the University of Leeds, we are committed to delivering a transformative, research-led educational experience through active and inclusive pedagogies (University Strategy, 2020–2030). A central pillar of this commitment is the diversification of reading lists across our modules and programmes.
Diversifying reading lists is not simply about adding new titles or removing contentious ones. It is a reflective and intentional process of reshaping the academic experience to foster a more inclusive, intellectually rigorous, and engaging learning environment. By broadening the range of voices, knowledge systems, and lived experiences represented in our curriculum, we can enrich the education of all students.
A diverse reading list challenges students to engage with a wider spectrum of ideas, methodologies, and worldviews. This exposure cultivates deeper critical thinking and equips students to navigate the complexities of contemporary global issues. In disciplines such as literature, history, sociology, and philosophy—where understanding human experience is central—it is essential to move beyond the traditional Western canon. Including works by authors from varied cultural, ethnic, gender, and socio-economic backgrounds not only enhances academic discourse but also encourages students to question assumptions and expand their intellectual horizons.
To support this, we recognise the importance of incorporating a variety of reading materials:
- Core Reading: Foundational texts typically used at Levels 1 and 2 to establish essential disciplinary knowledge.
- Further Reading: Journal articles, conference papers, and contemporary sources embedded in lectures to reflect current research debates.
- Discipline-aligned Wider Reading: Often non-academic texts and resources including blogs, podcasts, documentaries, art, music, public lectures, and new media which align students’ academic engagement with real-world applications and discussions.
These materials serve as platforms for introducing students to a broader range of perspectives and knowledge systems. For example, integrating indigenous and traditional epistemologies challenges dominant narratives and validates forms of knowledge historically marginalised or excluded from academic discourse. This not only broadens analytical frameworks but also affirms the value of diverse intellectual traditions. Incorporating non-academic sources into reading lists allows students to engage with ideas in real-world contexts, grounding difficult theoretical concepts in reality, and digesting current global discussions and debates.
The benefits of diverse reading lists are multifaceted. They:
- Reclaim marginalised histories, offering a more complete and nuanced understanding of the past.
- Provide global perspectives, enabling students to engage with issues from multiple cultural and geopolitical standpoints.
- Acknowledge indigenous knowledge systems, enriching academic inquiry with alternative epistemologies.
- Challenge inappropriate or outdated terminology, fostering critical awareness of language and its implications.
- Promote critical thinking around language and categorisation, encouraging students to interrogate how knowledge is constructed and communicated.
Representation within the curriculum also plays a vital role in fostering student engagement and belonging. When students encounter texts that resonate with their identities and experiences, they are more likely to feel seen, valued, and empowered to contribute to academic conversations. Such inclusivity is foundational to accessibility and supports the creation of learning environments where all students can thrive.
For academics, the process of diversifying our reading lists is an opportunity for professional growth and critical reflection. It invites us to reconsider our own disciplinary assumptions and to engage with scholarship beyond our usual scope. This ongoing dialogue strengthens our academic community and reinforces our collective commitment to academic excellence.
Ultimately, diversifying reading lists is not only a matter of inclusion or aligning with institutional policy—it is a pursuit of academic excellence. It ensures that our graduates are not only well-read but also well-prepared to think critically, act ethically, and contribute meaningfully to a diverse and complex world. By embracing a broader range of voices and perspectives, we affirm our dedication to academic integrity, social justice, and the transformative power of education.