Literary Censorship Research Articles

Younger adolescents’ perspectives on book censorship: a case of Croatia

AbstractThis study explores the views of younger adolescents in Croatia regarding book censorship. Censorship, defined as systematic control of freedom of thought and expression, has a long history and continues to be relevant in modern times, targeting various age groups, particularly children and youth. The study explores historical and contemporary justifications for censoring books for young people, emphasizing the belief that children need protection from inappropriate content. This belief is rooted in the idea that children are intellectually and emotionally different from adults, necessitating a separate and protected period of childhood. The study involved a survey conducted among 62 seventh and eighth-grade students in Osijek, Croatia. Findings revealed that many adolescents have a superficial understanding of censorship, often associating it with the prohibition of offensive language. Despite this, over half of the respondents admitted to reading books deemed inappropriate for their age. The study highlights the need for further education on censorship and suggests that including adolescents in discussions about reading materials could be beneficial, as their perspectives often differ significantly from those of adults.

Potential for Trauma in Public Libraries Experiencing Book Banning and Material Challenges

ABSTRACT Material challenges in public libraries are at an all time high while also possessing a huge political and emotional weight. As such, library workers are defending against book banning in larger numbers, and their very work is coming into public scrutiny and questioning. In such stressful times, the potential for trauma from the library workplace is higher and more charged. This paper lays the groundwork for how trauma and materials challenges have the potential to interact in the library workplace, especially for those from marginalized communities. It also proposes a trauma cycle for deeper understanding of trauma during material challenges, and highlights the need for future work, study, and support in these areas.

The ‘ordinary’ violence of national fantasy: otherwise, ‘out of time’ political imaginaries for posthuman literacies and book banning

ABSTRACT In this paper, I ask: How can thinking with posthuman theories of affect in gender and education enable us to trouble current book banning efforts that work to reassert the gender order, namely by aligning heterosexuality with the notion of a ‘core national culture’? And how do post↔feminisms, as more-than-human political practices of knowing/being/doing/feeling/sounding, help us to embrace otherwise imaginaries for ‘literate-techno-bodies’? I begin from the premise that, as the im/material-discursive forces of white supremacist hyper-capitalist cisheteropatriarchy have historically shaped US aesthetic practices and notions of Americanness, gender and hetero-sexuality affectively extend into and entangle with texts, particularly fairytales. My hope is to redirect affective energies to otherwise worlds where gender, sexuality, and literacies are no longer bound to a stabilizing heteropatriarchal metanarrative that violently moves via subtle and not-so-subtle relational networks, including book censorship, state/federal care, parental protesting, and even happily ever after.

Book banning and contractual expectations of white cisheteropatriarchy: a praxis for epistemic justice in K–12 schools

ABSTRACT In the United States, schools are expected to navigate the political climate of anti–critical race theory and anti-LGBTQ + discrimination, where white identity politics herald white knowledge as the invisible standard against which racial, gender, and sexuality differences are constructed. State policies that facilitate the removal of diverse books in schools and libraries – compounded by nationally driven and locally expressed efforts to further expand such bans, whether successful or not – reintroduce students to stratified curricular expectations. In this context, we interrogate the relationship between white cisheteropatriarchal curricular expectations and the racial contract and the role of GLSEN’s Rainbow Library in confronting the perpetuation of testimonial, hermeneutic, and agential injustices. We conclude with a reflection on possible pathways for terminating white cisheteropatriarchy in further pursuing epistemic justice at the intersections of race, gender, and sexuality.

What’s Hot in Literacy: Misguided Trends in a Divided Field

ABSTRACT The annual What’s Hot in Literacy survey identifies current priorities in literacy education, highlighting the evolving landscape of the field. A panel of twenty-five literacy leaders participate in interviews to identify the most emphasized, least emphasized, and most deserving topics of increased attention. The 2024 findings highlight three topics as “extremely hot:” banned books, phonics/phonemic awareness, and the science of reading and structured literacy. There are also six topics found to be “very hot,” including artificial intelligence in literacy, cultural and linguistic diversity and literacy for multilingual learners, dyslexia and other specific learning disabilities, early literacy, high-quality instructional materials, and social justice/equity/anti-racism in literacy. Overall, the literacy field has received unprecedented focus this year, driven by legislative mandates in 38 states, policies on the science of reading, book banning, and discussions on essential early literacy skills for long-term academic and career success. This article examines the highlighted topics and the possibility that some of these are misguided trends. Additionally, it addresses the ongoing division within the literacy field, between advocates of content-focused and child-focused approaches to teaching and learning.

Youth Services: Culture, Community, & Learning

The ALISE Youth Services Special Interest Group (SIG) presents a panel exploring the ways in which youth services in libraries empower youth and families and how youth programs address learning and incorporate culturally-relevant approaches. The session will begin with presentations of papers (15 minutes each) plus a themed question and answer portion to conclude. Attendees will be able to share their own experiences and work in progress on these topics in the discussion. Cahill, Joo, Minniear, LeFebvre, & Garcia will present “Math Talk in Public Library Virtual Storytime Programs.” This work presents an analysis of mathematics content integrated in public library virtual storytime programs. Cahill et al. characterize the mathematics environment of public library virtual storytime programs, discuss whether there are differences in the virtual storytime mathematics environment based on the population density of the community the library serves (i.e. urban, suburban, town, rural) and on library size. Preliminary findings suggest substantial differences in the amount of mathematics-related talk across virtual storytime programming for children. Kim, Choi, & Kang will present “Family Makers: A Culturally Relevant Online Engineering Programming for Youth Through Research-Practice Partnership with Public Library Professionals.” This work details research-practice partnership with seven rural libraries across the U.S using co-design and culturally-relevant pedagogy to develop the Family Makers program and strengthen library staff to deliver engineering learning opportunities. Kim et al. will discuss the importance of leveraging families’ cultural practices of making and forms of everyday sensemaking to design for family learning in engineering and highlight that rural library staff can support family learning in engineering by drawing on their personal experiences, relational knowledge, and non-engineering expertise as resources. Zalot will present “The kids are alright:” Understanding Youth Agency in Book Banning Discourse.” This presentation will discuss some of the factors influencing the absence of young people in book banning discourse and how social media operates as a means of access for young people in both book banning and political discourses. Youth services can nurture youth, community, and support learning and family connection. This presentation and the subsequent attendee discussion will explore the ways that the LIS field can work to address these and other community needs through excellent youth services.

“All Eyes on McMinn:” Book Banning Discourse in the Age of Social Media

ABSTRACTThis project explores the intersection of local and online discourse around book bannings using the McMinn County School Board's decision in 2022 to remove Art Spiegelman's graphic memoir, Maus, from their school curriculum as a case study. Through interviews with McMinn County residents and data collected from Twitter, I argue that social media has altered book banning discourse. I interviewed 10 residents and asked them to discuss their experiences when Maus was removed by the school board and to reflect on how the local community responded amidst worldwide scrutiny online. Discourse on Twitter involved collecting over 2000 tweets mentioning the @McMinnCountySch account and tweets discussing Maus to understand online responses to the board's decision. I use Danielle Allen's discourse flow model as the theoretical framework for this project. In my initial findings, discourse began at the local level before traveling online and then back into the local space. Ongoing data analysis has shown that locally, residents were concerned with the board's decision along with the perception of their community once news of the banning spread. This is supported by Twitter discourse, where many tweets cast the McMinn County community in a negative light based on the school board's actions.

“A powder keg for them”: Teachers’ Changing Perspectives on Text Selection in a Moment of Mass Book Banning

“A powder keg for them”: Teachers’ Changing Perspectives on Text Selection in a Moment of Mass Book Banning

The Curriculum Policy of Book Banning in Schools

The Curriculum Policy of Book Banning in Schools

Lessons in Leadership

In this edition of “In the Public Interest,” Chris Brown, Chicago Public Library Commissioner, interviews Cathy Sanford, former Deputy County Librarian at Contra Costa County Library. Sanford reflects on her extensive career, including her innovative contributions at Memphis Public Library, San Francisco Public Library, and Contra Costa County Library. She shares her leadership philosophy, emphasizing the importance of combining high expectations with robust support, fostering organizational safety, and nurturing staff development. Sanford’s approach to leadership, which includes hands-on involvement, strategic delegation, and a focus on individual strengths, has not only driven numerous award-winning initiatives but also cultivated future library leaders. The conversation also touches on current challenges in the library field, such as book banning, and Sanford’s hopes for the future of library services. This interview provides valuable insights into effective leadership and the evolving role of public libraries.

The conundrum within “caveat lector”: Unraveling the dissoi logoi in the book banning controversy

ABSTRACT Having just passed the 90th anniversary of the book burnings in Nazi Germany, which began May 10, 1933, and the 70th anniversary of the publication of Ray Bradbury’s classic novel Fahrenheit 451, it doesn’t take much imagination or hyperbole to conclude that controversies surrounding book banning in public schools and libraries across the country are very evident today. This essay argues that the book banning issue in the United States can most effectively be understood through dissoi logoi. We examine both sides of the book banning controversy: those entities that advocate for very restricted access to books and other materials, and those that offer a more unfettered approach. First, we look at the historical provenance of book banning. Then we examine Supreme Court, Appellate Court, and District Court opinions related to book banning from 1969 to 2009. In the current analysis, we look specifically at Florida, which has exerted a significant amount of influence in restricting access to books. And, finally, we look at policies that will afford decision-makers the opportunities to make thoughtful and reasonable choices about the books used in school curricula and holdings in public libraries.

Критерии одобрения учебников по Закону Божию Училищным Советом Учебного комитета при Святейшем Синоде для школ Российской империи

This article characterizes the concepts of publicity and censorship, which are an integral part of social and political life. Control over these institutions was also important in the second half of the 19th and early 20th centuries, when church literature, particularly educational literature, was subjected to strict evaluation. Censorship committees were widespread throughout the Russian Empire, but one of the central bodies that was the censor was the Teaching Council of the Teaching Committee under the Most Holy Governing Synod. The article lists the criteria for approval of textbooks and manuscripts submitted to the Holy Synod. The article lists the criteria for approval of textbooks and manuscripts received by St. Synod. Most of the books were rejected at this stage because the censors saw various errors in the books, ranging from spelling and punctuation to spiritual errors that could distort the dogmatic side of Orthodox doctrine. One form of rejection or approval of a book could be a permission to allow the book into the libraries of certain types of educational institutions. However, at the provincial level, textbooks could be allowed to be distributed in schools or to the public with the blessing of the ruling bishop, the local censorship committee, or in the presence of a favorable review from the local representation of a popular church journal. For example, this was the Church Herald. Therefore, there was a dual state of affairs in the matter of censorship of books: on the one hand, there was a center in St. Petersburg, which received new manuscripts, and on the other hand, many little-known books in the capital were quietly used in Russian schools and sold in bookstores. In spite of this, local censorship committees and diocesan authorities, although they did not have the full experience of the members of the Study Committee, kept diligent watch over the emerging educational literature.

These Books Matter

In recent years there has been an increase in book banning in public schools, which denies students access to texts. Therefore, it is essential that individuals become advocates against censorship in public school libraries. An educational/advocacy event was held on a university campus as part of the nationwide events highlighting the American Library Association’s Banned Books Week. The focus of this event was for participants to read/listen to readings of banned books, learn about the types of books that are banned in K-12 public schools across the country, understand the process (or lack thereof) by which books are typically banned, and discuss ways to advocate against banning books in public school libraries. Each of the six event engagements was thoughtfully designed to engage participants with banned books. Individuals/groups who desire to host their own event for Banned Books Week (or any anti-censorship event) can use this framework to develop their event to advocate against censorship.

Antisemitism as an integral part of anti-bias educational policies and practices

PurposeThe purpose of this paper is to show how the impact of White Supremacy and Christian hegemony on the educational system. By highlighting interconnectedness across targeted groups, the authors assert that through coalition building, groups are stronger than they would be working alone. Solidarity gives hope to combating hatred of all kinds. Learning that there is a long history of antisemitism is an important component of fighting bias. With book banning and controversy over teaching critical race theory in schools, it is important that educators reflect on their social justice education.Design/methodology/approachThe authors analyze the definitions and enactment of multicultural, culturally responsive and anti-bias education as well as critical theory. They then investigate how antisemitism is of concern to all identities targeted by White Supremacy and Christian Nationalism (LGBTQIA+, minoritized races, non-Christians, etc.) and the importance of education in fighting hate and influencing policy and practice.FindingsAlthough 2 % of the US population identifies as Jewish, 11% of incidents educators reported were classified as antisemitic. Education is the key to fighting antisemitism and Holocaust denial (Greene et al., 2021; Stanton and Marcus, 2019). The authors make recommendations for addressing antisemitism, including addressing antisemitic incidents, the importance of Holocaust studies, the need for religious literacy, fighting the banning of books and narrowing the school curriculum. The authors ended by reinforcing the need for Jewish people to be included in multicultural, culturally responsive, anti-bias education and the need for “Heb-crit” as a sub-study of critical race theory.Social implicationsAnti-bias education must include antisemitism and show how connected hatred is rather than having groups compare their struggles. The authors explained the diversity among Jewish people to highlight the complexity of an identity group that is often inaccurately oversimplified.Originality/valueThere is a need for scholarship on modern-day antisemitism and internalized antisemitism and reflective narratives as commonly used in Black and Latinx studies (Rubin, 2020). With the rise in Holocaust denial and antisemitic groups (Southern Poverty Law Center, 2024), it is important to advocate and teach about these topics, which are not often discussed in PK-12 or Schools of Education (Muller, 2022).

Book bans in political context: Evidence from US schools.

In the 2021-2022 school year, more books were banned in US school districts than in any previous year. Book banning and other forms of information censorship have serious implications for democratic processes, and censorship has become a central theme of partisan political rhetoric in the United States. However, there is little empirical work on the exact content, predictors of, and repercussions of this rise in book bans. Using a comprehensive dataset of 2,532 bans that occurred during the 2021-2022 school year from PEN America, combined with county-level administrative data, multiple book-level digital trace datasets, restricted-use book sales data, and a new crowd-sourced dataset of author demographic information, we find that (i) banned books are disproportionately written by people of color and feature characters of color, both fictional and historical, in children's books; (ii) right-leaning counties that have become less conservative over time are more likely to ban books than neighboring counties; and (iii) national and state levels of interest in books are largely unaffected after they are banned. Together, these results suggest that rather than serving primarily as a censorship tactic, book banning in this recent US context, targeted at low-interest children's books featuring diverse characters, is more similar to symbolic political action to galvanize shrinking voting blocs.

Book Censorship in Public Schools: Examining Florida HB 1467 (2022)

Several pieces of legislation have sprung up in recent years in Florida aiming to restrict public school library books and curricular materials. Notably, this coincides with other state legislative moves to restrict what students read and learn in school with partisan purposes. Library associations have reported that nationally, removed books disproportionately contain LGBTQ and racial minority themes. One law at the heart of these restrictions, Florida HB 1467 (2022), empowers community members to challenge and remove public school books and adds bureaucratic obstacles to the access of previously allowable materials. The vague and broad language of the Florida law leads to erratic application by school districts across the state, resulting in the suppression of protected speech. This article examines a key constitutional tension: Under what circumstances does the students’ right to receive information under the First Amendment outweigh school officials’ authority, and, by extension, parental authority over local education under the Tenth Amendment? The U.S. Supreme Court in Board of Education, Island Trees Union Free School District v. Pico (1982) offers one answer, holding that political orthodoxy is an unacceptable rationale for removal, but pervasive vulgarity and educational unsuitability are acceptable. These three standards are useful, yet entangle in ways Pico is not fully suited to address. This article argues HB 1467 (2022) is unconstitutional under the political orthodoxy Pico standard, strict scrutiny analysis of content-based regulations, and the vagueness and overbreadth doctrines of the 1st Amendment.

Ассоциация пролетарских писателей в Саратове как провинциальный эпизод в истории ВАПП

Saratov’s literary process in the New Economy Policy Period was defined by the small regional budget, the slow speed of documentation circulation, and the absence of distinct political guidance from the Party and literary censorship organs up to the mid-1920s, as the themes of the cultural agenda were often chosen by the trade unions. The regional Proletkult became the foundation for the Saratov Association of Proletarian Writers (SAPW). Until the moment the SAPW received the support of the central organs, it did not have sufficient energy for creative and propagandistic activities, which were left to the Proletkult. On gaining this support, the organisation became dependent on the guiding Moscow organs. The search for new ways for proletarian literature revitalised the academic study of literature in Saratov. A new group of literary scholars appeared, which brought new life to Saratov philology. A significant contribution to this was made by G. Lelevich.

Teaching Between the Bans: Exploring Book Banning, Censorship, and Book Access in the Middle Grades

In this article, we invite middle-level educators to discover how literature can be a gateway to understanding and addressing book bans, censorship, and access to books. We delve into the recent rise in book challenges, particularly against diverse narratives, and trace the historical roots of censorship. Highlighting ten selected texts, we show how they can be practical tools in teaching the critical importance of intellectual freedom. Accompanied by discussion questions and engaging teaching ideas, these books aim to spark critical thought, embrace varied viewpoints, and motivate students to actively discuss censorship issues. This piece is a resource for educators to enrich their approach to complex topics and underscore the vital role of reading in shaping aware, inquisitive, and active citizens in today’s increasingly complex world.

Policy Dialogue on Twenty-First-Century Book Banning in the US

AbstractBook banning is a topic covered in many US history classrooms. Students learn that in the first decades of the twentieth century, fights over the teaching of evolution led to restrictions on science texts. Meanwhile, fears about the spread of communism sparked campaigns to limit access to “subversive” ideas. Well into the 1960s, textbooks usually explain, Americans remained at odds about what schools should be free to teach.What’s old is new, it seems. And tomorrow’s textbooks will have to be updated with stories from the present. As this issue goes to press, conservative groups across the United States have sought to remove hundreds of titles from schools and libraries. Such attempts range from challenges filed by individual parents—often inspired by the list curated on BookLooks.org—to statewide legislative efforts to recall books from schools. Thousands of books have been removed from libraries and classrooms, and the chilling effect has led cautious educators to self-censor even further.For this policy dialogue, the HEQ editors asked Adam Laats and Kasey Meehan to discuss book banning in the US, focusing particularly on the motivations of groups seeking to limit what young people can read. Adam Laats is a professor of education and history at SUNY Binghamton. A leading scholar of conservative activism in education, he is the author of several books including The Other School Reformers (Harvard University Press, 2015) and Fundamentalist U (Oxford University Press, 2018). Kasey Meehan is the director of the Freedom to Read program at PEN America, where she leads initiatives to protect the right of students to freely access literature in schools. Founded in 1922, PEN America is the largest of the more than one hundred centers worldwide that make up the PEN International network. PEN America works to ensure that people everywhere have the freedom to create literature, to convey information and ideas, to express their views, and to access the views, ideas, and literatures of others.HEQ policy dialogues are, by design, intended to promote an informal, free exchange of ideas between scholars. At the end of the exchange, we offer a list of references for readers who wish to follow up on sources relevant to the discussion.

“Si vuol cambiar tutto, si critica tutto” The Holy Office and Catholic Bible Exegesis after Divino afflante Spiritu (1943)

Based on two cases of ecclesiastical book censorship from the 1950s, the article deals with the Holy Office's handling of Catholic biblical exegesis during the late phase of the pontificate of Pius XII (1939-58). On the one hand, the inner-Vatican conflicts between the Suprema Congregazione and the Pontifical Biblical Commission in the years 1956-58 are examined. Secondly, the case of the German New Testament scholar Karl Hermann Schelkle shows the specific situation of Catholic biblical scholarship between the centre and the periphery a good decade after the biblical encyclical "Divino afflante Spiritu" (1943).