Censorship in school is not something that I have given much thought. Many of the novels on banned book lists were actually taught in my secondary English classes (including The Giver, A Clockwork Orange, and Native Son) so I do not think that I was fully aware of banned books until they came up in discussion in my college classrooms.
To reiterate an idea that I previously expressed in this blog, if a book creates such a controversy that it is on the chopping block, then it is imperative to discuss. The book is saying something that make people uncomfortable. Didn't we decide that it is good for students to be a little uncomfortable in the classroom in order to grow? Is it too much to ask that the community also be a little uncomfortable?It is a new insight to read about how much power a community has in determining which books will be read in the classroom. I do sympathize with fundamental groups who feel as though their beliefs are being challenged. I do sympathize with the black communities whose wounds are rendered fresh with each encounter of racism. If school is going to be mandatory, should the parents have a say in what their children are being taught? It is imperative to listen and respect these concerns.
But I still wrestle with so many questions. How much choice should the community have in the material that students read? Should the parents or the professionals (teachers) create the curriculum? How much choice should the students have in selecting the materials that they read? How much ownership should the student have over their own education? Similarly, how much ownership should the teacher have over her students' educations?
Especially on the secondary level, the texts should be chosen by the teacher and students. If students are uncomfortable with a text, I agree that they should be provided with alternative texts but not without a discussion about why they are uncomfortable. This uneasiness is real; the feelings that discomfort embodies kill apathy. Is that not the end goal of an English classroom? Engaged and meaningful discussion? How are students going to learn to approach the world critically if their classrooms are afraid to talk about what is happening outside of their four walls?
When it comes to dealing with censorship, teachers must have a very solid and concrete answer as to why they are teaching a text. This will not only help to guide the class through the often rocky path of student discomfort as they struggle through the depths of the themes of a text but also to provide a logical defense of the value of teaching controversial but valuable texts.
I know I have posed a lot of questions in this post, but I am beginning to realize just how muddy the waters of censorship are. It is very disconcerting and I suppose that there are no easy answers. However, I think it is safe to say that at the very least I support the abolishment of banned books lists, recognizing them as a threat to students' intellectual freedom.
"Didn't we decide that it is good for students to be a little uncomfortable in the classroom in order to grow? Is it too much to ask that the community also be a little uncomfortable?"
ReplyDeleteI love these questions. It made me consider, as well, how powerful it might be to invite parents and community members to read along with our students, and invite them into our classrooms for discussion. Could this work?
I love how you stated that if a book is on the chopping block, than it is imperative to discuss. I think this is absolutely true. You could go into so much about why it is seen as controversial and have lively discussions about issues that can be relevant to the students. I also was shocked with how powerful the community played a role in what was seen in a school’s curriculum. I had never really thought about that before and I was very surprised to see how much their opinions can affect a school district and what is taught.
ReplyDeleteI also think that alternative assignments should be provided for every novel used. This way students can have an option if they have a true issue with a novel that is being used, but I also agree that they must have a good reason for it. I feel like by offering this choice to students, they would feel like you value their views as well, which would help create a friendly and respectful environment.
I think that having a strong standing as to why you are teaching a specific novel or about a certain topic is definitely needed. I agree that by having this, not only will you feel better and more powerful about what your teaching, but you will also be able to support yourself about what you are doing in case an argument or issue arises. I think banned books should be banned as well. Any written text should have the option of being taught in a classroom just like any author has a choice of what they want to write about.
Sarah, I have to tell you I liked your play on the word freedom and read! Good job. You also posted really good questions regarding how much say the community and/or students should have. In class when we discussed teaching Huck Finn, I was thinking that the racial dynamics of the classroom would definitely affect how we teach it,but didn't really consider the community. If the class experiences some discomfort with a book, by extension the community probably would too, and inviting the community in could be a really good way to involve them in discussion of why it is that a book brings discomfort. It seems to me this would have the added benefit of helping to eliminate the threat of censorship. Having the community invited would certainly send the message that the classroom is an open forum for discussion.
ReplyDeleteSarah: you do pose a lot of great questions here, questions I'm still mulling over. You ask, "how much ownership should students have over their own education," which also made me wonder how much ownership do parents have over their children's education? How much should parents intervene in their children's in-school education? I think it's important for parents to be involved in their children's education, but where do you draw the line? Is the parent "always right" when it concerns her child?
ReplyDeleteShannon - I love the idea of inviting the community in! I think it would also legitimize the students' opinions and thoughts, as long as the adults are willing to listen and respect what the students share. It would be powerful to have both students and adults as intellectual equals in the classroom.
ReplyDeleteArlen - I can't take all of the credit for "freadom"! Haha I read it somewhere and loved it so much that I put it as my title.
Anne - This is the topic so far that has caused me so much confusion! I am really struggling to understand how to balance parents, students, administration, and what I know is right to teach. I would say that parents are not always right... but it seems like the administration would push the case for the parent. (I guess it really depends on the administration...) But, I feel you. Every time I think about censorship, ten billion new questions burst into my head.
I agree that the students should feel uncomfortable in the classroom in order to grow. I also agree that I can understand that those that are having their religion being talked about in a bad way can have a say in whether the book be taught. Although I do not think that they have the final say because as a teacher I would try and explain the benefits of the book and I was not trying to attack their religion or give kids a reason to not like it but I was trying to teach them about their religion or how the poeple were treated.
ReplyDeleteI think it is interesting that you said "especially with secondary education," when you were talking about how the books should be chosen by the teacher and the students. What about the middle level students? These kids are the same age as most of the characters in the stories. Do you think those students should be able to start picking the books they want to read? I think elementary school is too young but I think as a teenager and even a little before, students can chose their novels because they, more than anyone else, can relate because they are close to the age group.
I agree, Gabrielle! (When I say "secondary," I am referring to 7th-12th - which is my certification level.) I think once a student hits 7th grade, and probably even 6th, they should be able to be actively involved in the book-choosing process. After all, once they hit middle school, they begin to understand that they are "growing up" and begin to both desire and value making their own decisions. It is important for the teacher to encourage and legitimize the students' voices.
ReplyDeleteSarah, you are absolutely correct! I think the community does not like the unknown and do not want new ideas and questions to disperse in the community. Being a good teacher include making students feel uncomfortable and that is not going to be done if we teach books that all had good messages and had happily ever after endings. Censored books do need to be taught and you raise a good point when you say they should be taught because they are censored. If they are censored then that means they have important and different views, this means we need to get students to look at different views and be able to challange them or think critically. I thought it was interesting that when I looked at the banned book list I found that most of the books on there were the ones that I really enjoyed reading in school or for pleasure. That means a lot of other students probably felt the same way that I did. Students are way more likely to be engaged if a book consisted of elements that can be challenged or something they aren't use to. I also feel the same way you do about sympathizing with those who are offended. I feel like teaching is a give and take kind of profession. You need to take the community's concerns and acknowledge them, but you also need to give students material that is important and teaches good lessons. We need to decide what is most effective and hope that the families can understand why we are teaching what we teach. If not, we need to teach them why these books are important just as much as we need to teach our students.
ReplyDeleteShannon beat me to the quote that stood out the most- "if a book creates such a controversy that it is on the chopping block, then it is imperative to discuss." I agree completely. First if the book is getting discussed so greatly outside the school, then it should be discussed in the classroom. It must contain something to really be talked about. Secondly, the books that are banned are usually so much more interesting, and will probably be more like to engage students. If we wanted are students to always read "safe and appropriate" texts we would only give them textbooks. I don't want to teach right out of a textbook, and I know I wouldn't want to only read from a textbook.
ReplyDeleteI love how you all are talking about including the administrators, parents, and students all in what your kids will be reading. At least letting students and parents know that some books that are to be controversial is a good way to forewarn and maybe get any disagreements out of the way early.
ReplyDeleteTravis, I'm really glad you said that about communities not always wanting to open up to new concepts and ideas. That is not the way with all members, but I definitely think that at least around here (we know because we're locals!) there is a defined culture and way of life and a lot of people would not want their ideals challenged or changed, especially for their kids. The big idea I am getting from this whole censorship topic is that teaching taboo topics is not endorsing them; if it was schools try to foster such healthy learning and living environments. But it is important to learn about this topics and I want that to be my philosophy when I finally enter the classroom as an educator.