Book Bans and Challenges
While reading is fundamental in English classrooms, selecting engaging and standards-aligned books can be challenging, especially given the historical and ongoing issue of book banning. From the 17th-century censorship of Thomas Morton's New English Canaan for its critique of the Puritans, controlling reading material has evolved and significantly impacted education. This raises the question: in 2025, how does book banning affect teachers and students in the classroom? As a recent student teacher, the prevalence of book banning in educational discussions has been less prominent than anticipated, prompting further inquiry into its impact on learning. My research into book banning across America reveals several recurring themes: the real-world impact of book bans and challenges in schools, and the tension and conflict between schools and parents over literary choices.
The impact of book banning presents a challenge to providing students with a relevant and comprehensive education. While some may not see an issue, school districts often rely on the same materials used for generations, making it difficult for teachers and students to explore new and valuable themes that reflect American society's diverse and evolving nature. Teachers increasingly face obstacles in using books featuring diverse characters and situations—often related to LGBTQ+ and racial themes—that could resonate deeply with many students' lived experiences. The argument is that these themes, representing the realities students navigate daily, should be introduced through contemporary works by authors with similar backgrounds rather than writers' perspectives from past eras.
The desire is to offer students diverse and modern materials where they can feel seen and engaged. It's argued that students should also have a voice advocating for an education that benefits them. The case of Pico v. Island Trees Union Free School District Board of Education (1976), where students sued over removing library books based on First Amendment rights, illustrates the historical precedent of students standing up for their access to literature (Spilka, p. 2). Despite this, parents can often be the loudest voices advocating against certain books in the classroom, further complicating the selection of learning materials.
Similar to what I have mentioned before in the challenge of fighting to keep books that students and teachers want and need within their schools and classrooms. The fight can be from parents to students and from parents to teachers. Parents want the best for their children, but their biases are not always in line when they take their morals and concerns to the district about what their children should be reading. This is not to say that parents shouldn't be involved or concerned about what their kids are learning, but that their moral beliefs are held first when they look at their curriculum today for students. Parent groups in Kansas City, MO, pressured schools to ban books like The Bluest Eye. When a district removed Fun Hom,e and All Boys Aren't Blue, student petitions led to the books' return, establishing a process for parents to restrict only their children's access to specific books and indicating an openness to reviewing book selection and reconsideration policies. For those unfamiliar with some of these titles, Fun Home and All Boys Aren't Blue have strong ties to themes such as LGBTQ and can be an excellent representation for people who belong within that organization or students who might want to learn more about it.
With my research about book bans and challenges, I have noticed that no matter what state or district, students and teachers care about what they bring into the classroom. There are difficulties where teachers struggle to get a book approved, or parents might fight against an already approved book. Students are fighting against their parents because their voices are being softened regarding their education and future. It can be heartbreaking to see this happen in the first place. However, I am happy to know that students and even teachers are willing to advocate for the rights of others and their rights for their own education.
What are some ways to fight against book bans? Here are some tips!
Speak out about banning books!
Vote locally! School boards are key players in determining students' access to books and have the authority to permit or prevent book bans.
Read or check out banned books! Buying or checking out a book signals its value to libraries and publishers.
Ann Marie Smith, Enrika Hyseni, & Erick Peña Garcia. (2023). Teaching Critical Literacy with Challenged and Controversial Books. Texas Association for Literacy Education Yearbook, 10, 37–43.
Lewis, B., & Darolia, L. H. (2022). Why Should I Care About Book Bans? Social
Education,86(6),370-376.https://proxy.wichita.edu/login?url=https://www.proquest.com/trade-journals/why-should-i-care-about-book-bans/docview/3159500897/se-2
Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2020). Reading during Adolescence: Why Adolescents Choose (or Do Not Choose) Books.
Journal of Adolescent & Adult Literacy, 64(2), 157–166.
“It’s Bigger Than Just a Book Challenge”: A Collective Case Study of Educators’
Experiences With Censorship
Spilka, J. (2022). 377 Book Challenges Tracked by ALA in 2019--and the Problem Is Growing: Book Banning and Its Adverse Effects on Students. Knowledge Quest, 50(5), 30–33
ReplyDeleteThanks for sharing your learning about book bans and challenges, Lacy. I’d love to know more about how your research applies to your internship experience. What conversations did you have with your MT and other teachers about book challenges, including the exponential increase in book challenges in recent years? What conversations did you initiate or participate in with students about this topic? If you were able to integrate it into your teaching, describe that too.
You write: “For those unfamiliar with some of these titles, Fun Home and All Boys Aren't Blue have strong ties to themes such as LGBTQ and can be an excellent representation for people who belong within that organization or students who might want to learn more about it.” Just to clarify, identifying as LGBTQ+ is not the same as “belonging within an organization.”