What's So Bad About Banning Books?
This is the first week of February 2022 and I never thought I’d be writing about a new trend sweeping the nation: banning books. No matter where you live in the country, I am sure you have read about or heard of a school district banning some form of literature. Here are two recent titles to add to the list: Maus and To Kill a Mockingbird. With these movements happening in Tennessee and Seattle, respectively, you can see this is not something restricted to a particular region.
Now, here is where I come in. I am an advocate for multicultural literature being infused into the curriculum by any means possible (see my growing list of books for use by age/grade range, with lessons and units on my Teachers Pay Teachers). I include various books that I have taught (20+ years of teaching experience) in their entirety, or in part, to my whole class, in small groups, and with private clients. Some of these include, but are not limited to An Ordinary Man by Paul Rusesabagina, Anne Frank: The Diary of a Young Girl, Night by Elie Wiesel, Romiette and Julio by Sharon M. Draper, Of Mice and Men By John Steinbeck, Blended by Sharon M. Draper, Barakah Beats by Maleeha Siddiqui, Esperanza Rising by Pam Munoz Ryan, The Outsiders by S. E. Hinton, etc. These novels are rich in cultural connections spanning issues such as the Rwandan genocide to classism in American 1960s written by a woman who felt the need to write using her initials as a pseudonym.
Next, here is what the research says:
It’s important to give new majority students (formerly referred to as minority - a future blog* by itself based on my research), or students of color, a voice and to connect with their cultural backgrounds (Gay, 2010; Ladson-Billings, 1995b, 2017; Osorio, 2018; Villegas & Lucas, 2002). For mainstream students, using multicultural literature promotes appreciation for diversity and promotes critical consciousness (Gay, 2010; Ladson-Billings, 1995b, 2017; Osorio, 2018; Villegas & Lucas, 2002). Adapting these practices encourages academic success (Ladson-Billings, 1995a). In addition, Gay (2002) suggests using multicultural materials in the delivery of instruction, and enacting different cultural communication means within the classroom setting.
Furthermore, Linda Darling-Hammond (2017), after the 2016 election, cited over one dozen incidents that occurred in school settings, involving students, dealing with “racism, misogyny, anti-immigrant hatred, anti-Muslim hatred, and brutally hurtful and divisive rhetoric” (p. 133). She called for “explicit anti-racist teaching and anti-racist action in all public spaces” (p. 134). These included making sure images and messages are multicultural and anti-racist, having teachers use resources that are anti-racist, ensuring time, attention, and school programs are equitable for all students, and changing the ways U.S. history is presented from slavery, to redlining, as well as more current racist norms (Darling-Hammond, 2017).
Finally, there IS a way to find a happy medium without being extremely politically left or right. Watch my video as I explain how I taught Of Mice and Men to my 8th graders in Newark, NJ. (Click on this link: https://youtu.be/EvjpJCLAXOs). Here’s the summary: You CAN include books that are controversial as long as you communicate with the parents, the board, and your immediate supervisors within your school community. Parent choice is still important and support from all sides can prove helpful to get your message out in an effective way.
*future blog will be a more expansive explanation of the topic. In this case new majority vs former majority students. In short, in about 20 years all students identified as minority, combined, will comprise the majority of students in the U.S.
References:
Darling-Hammond, L. (2017). Teaching for social justice: Resources, relationships, and anti-racist practice. Multicultural Perspectives, 19(3), 133–138. DOI: 10.1080/15210960.2017.1335039
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, (53)2, 106–116. DOI: 10.1177/0022487102053002003.
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
Ladson-Billings, G. (1995a). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. DOI: 10.3102/00028312032003465.
Ladson‐Billings, G. (1995b). But that's just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159–165. DOI: 10.1080/00405849509543675.
Lobato-Creekmur, G. (2021). Teaching the New Majority: Addressing Race and Racism through Culturally Responsive Teaching. Montclair State University.
Osorio, Sandra L. (2018). Multicultural Literature as a Classroom Tool. Multicultural Perspectives, 20(1), 47–52, DOI: 10.1080/15210960.2018.1408348
Villegas, A. M., & Lucas, T. (2002). Educating culturally responsive teachers: A coherent approach. SUNY Press.