In the wake of Banned Books Week, it seems necessary to zero in on the concept of banning or otherwise forbidding the use of certain texts. To be honest, I have mixed feelings on the subject. I understand that parents may not want their children to read certain texts. On the other hand, many banned books contribute to literacy and understanding of difficult subjects. For example, the Harry Potter series by J.K. Rowling, number one on the ALA list of most banned books of the past decade, motivated many children to love reading beyond texts required for school.
You may wonder why I bring up the subject of banned books in a blog focused on teaching middle school social studies. In response, I'll name another book on the aforementioned list. My Brother Sam is Dead by James Lincoln Collier tells about the difficulties families experienced during the American Revolution. The narrator, Tim, must decide whether to support the British with his father or to join the rebel troops like his brother. I remember reading this book in middle school class and can easily see myself encouraging students to read the book. For that matter, a carefully selected chapter from the text could make an excellent reading assignment in a social studies class to help students better understand the human story of the American Revolution. Unfortunately, this book has been banned in some communities. Students lose this opportunity to discuss the book.
Books are not the only texts subject to disapproval. Social studies teachers use many primary sources. If authorities ban Uncle Tom's Cabin by Harriet Beecher Stowe (another book with potential use in a social studies classroom), they may discourage speeches central to the famous Lincoln-Douglas debates and other speeches that include similar "issues." In a geography classroom, a teacher may wish to use the Guns, Germs, and Steel videos to discuss the history behind different cultural interactions and the values inherent in some "primitive" cultures. On the other hand, many parents and authorities may dislike the videos, citing the violence and clothing as inappropriate for middle school students.
So this leaves me with a dilemma. Should a teacher intentionally censor history, geography, and other social studies classes to appease parents? Or should a middle school teacher use controversial texts and other resources because careful reflection suggested that the students are developmentally ready for the ensuing discussion? As much as I would love to achieve a clear conclusion, said conclusion escapes me. Therefore, I must ask readers to continue the discussion: how do you think a teacher should approach controversial texts?
If the material of the controversial texts is conducive to learning and the teacher is comfortable with it, use it. As I commented on Ben's blog, if teacher's have scholarly journal articles and evidence to support the use of a banned book in the classroom, they are able to prove its merit to administrators, parents, and students. The title "banned" should not prevent a teacher from assessing a book's worth and deciding whether or not to use it.
ReplyDeleteI agree with Amy's comment. If a teacher can successfully back-up the use of a book in the classroom, then the teacher should use it. If parents disagree, then their child can be excused from the classroom when the book is being used, or the student can read another book.
ReplyDeleteYou both make some great points. To that extent, a teacher who determined that a book is applicable and appropriate can solidify this decision through evidence for questioning teachers or administrators. By giving a few choices in books or passages, parents can influence the decision toward an allowable choice. Moreover, choices can increase student motivation.
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