"If the structure of undergraduate life then had such adverse outcomes and is so worthy of condemnation – and the structure fundamentally hasn’t changed – what does that imply for Oxford now?"
It is these expressions of Jewish life before the war - beset with jokes, neuroses, and anguish - which stay alive long after reading the texts. I would highly recommend.
But it’s not good enough to leave it to often privileged tutors, canon-compilers and Education Secretaries to dictate which texts we study. Time and time again, they have failed to achieve even the remotest degree of representation, a damning outcome in a subject which is so linked to identity and the self. The texts we study at school and beyond should be chosen and shaped by the diverse populations reading them.
"Reading for fun is not the same as reading a book to study it. This may be obvious to some people, but it took a while for me to realise that my love of Jane Austen books didn’t necessarily mean I would enjoy studying one of them."
There used to be three main reasons as to why I would read: firstly, for educational purposes, and as a historian, I can’t avoid this. I didn’t feel like I was even keeping up with the bare minimum of reading for my degree, and I was crossing off hardly any books on those ludicrously long reading lists. How could I allow myself the luxury of reading something for fun?