Education: Investigating the effects of studying Global Ethnic Majority authors at GCSE and A level in the context of OCR's altered specification

Contemporary curriculums in English, and the drive to teach 'canonical' authors, have led to the exclusion of GEM voices in texts studied in schools. If evidence could be found that students engage better with representative texts and that these even lead to higher grades and greater uptake of English at A Level and university, then teachers might diversify their text choices. I now want to explore the impact of a representative curriculum further through academic research.