The Diversity Gap in German Education
German society is known for its diversity, and this is reflected in the student population. However, the content of school curricula often fails to mirror this diversity. Students and educators alike argue that there is a need for change, particularly in the literature taught in classrooms.
The new school year has begun across Germany, and senior students are expected to read classics by authors such as Johann Wolfgang von Goethe and Heinrich von Kleist. While these works have long been staples of the German curriculum, not everyone is satisfied with the current selection.
Berlin high school student Orçun Ilter shared his thoughts on “The Broken Jug” by Heinrich von Kleist, calling it “not the most exciting book.” In his free time, he enjoys books by Tahsim Durgun, a TikTok star who shares his experiences as a child of Yazidi Kurds living in Germany. Ilter feels that voices like Durgun’s are missing from the school curriculum.
Only one-fifth of the books on the nationwide required reading lists for the Abitur, the German high school diploma, were written by women. Authors with roots outside Germany and people of color are also underrepresented. This is especially surprising given that over 25% of Germany’s population of more than 80 million have an immigrant background. Among young people, the percentage is even higher, particularly in urban areas.
In Berlin, for example, 55% of children and teenagers have familial roots outside of Germany. In the district of Neukölln, that number rises to over 70%. Despite this, the education system continues to rely heavily on traditional texts.
Education policy in Germany is determined at the state level, giving schools a degree of autonomy in choosing their reading materials. However, most high schools follow the exam framework set by the Institute for Quality Development in Education (IQB). This creates a rigid structure that limits flexibility.
Time and financial constraints further hinder efforts to introduce diverse texts. Teachers who want to move away from the classics often find it difficult and costly to source alternative materials. As a result, the same old books—predominantly by white male authors—continue to dominate the curriculum year after year.
In response to these concerns, education authorities in Berlin and Brandenburg have taken steps to address the imbalance. They have included at least one contemporary text written by female authors in the curriculum. In Brandenburg, specialists in children’s and young adult literature meet with teachers to recommend more modern and diverse books for the classroom.
Student Voices for Change
Students are increasingly calling for more relevant and diverse reading material. Quentin Gärtner, an 18-year-old student from Baden-Württemberg, recently served as general secretary of the Federal Student Conference. He has been vocal about the need for reform in Germany’s education system, arguing that schools should focus more on skills like AI and democracy rather than just classics like “Faust.”
Gärtner studied “Woyzeck” by Georg Büchner and “The Sandman” by E.T.A. Hoffmann for his Abitur, along with Juli Zeh’s dystopian novel “The Method.” While he found Zeh’s work interesting, he wished the class had included more modern and diverse texts that better reflected students’ lives.
He believes that many students would enjoy reading works by Goethe if they were taught in a more engaging way. However, this requires broader reforms to Germany’s fragmented education system.
Gärtner also points out that the political landscape in Germany favors older voters, with over 40% of the electorate aged 60 or above. Younger voters, those under 30, make up only 13% of eligible voters. This dynamic makes it challenging for younger generations to influence policy.
A New Generation of Readers
Despite declining reading scores in international assessments, there is hope for a new generation of readers. The 2024 JIM study found that while some young people don’t like teacher- or parent-recommended books, they are not reading less. Social media communities like #BookTok and initiatives such as Dua Lipa’s Service95 Book Club have helped spark interest in reading.
Susanne Lin-Klitzing, a former teacher and chairwoman of the German Philologists’ Association, agrees that the desire to read is present among young people. She emphasizes the importance of including more diverse voices and perspectives in the curriculum. “It’s good to have a more representative body of texts and not just works by so-called ‘old white men,’” she said.
Lin-Klitzing suggests that students should be involved in selecting at least one classic and one contemporary work each year. She also stresses the value of reading classics like “Faust” or “Antigone,” not to reinforce power structures but to encourage critical thinking.
“We need to learn to understand and differentiate, that the way I think about things isn’t necessarily how people have always thought about them,” she added.
