This article outlines the main socio-politically conditioned school reforms from the introduction of career-oriented education onward and their reflection in the curricula, textbooks, and readers for teaching literature in vocational and college-preparatory high schools. The school reforms’ goals are explicitly stated in the individual general educational aims and objectives of literature instruction, whereas in the coverage of literature in textbooks they can be perceived indirectly, especially after the introduction of career-oriented education.
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