Name3 bOOK Banning

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Nov 24, 2024

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SURNAME 1 Name Course Instructor Date AN ARGUMENT AGAINST BOOK BANS IN SCHOOL LIBRARIES The topic of censorship in school libraries has been a longstanding subject of dispute, since educational authorities frequently engage in discussions regarding the prohibition of certain publications. This essay critically analyzes the impact of censorship in school libraries on students' First Amendment right to free expression, considering both its advantages and disadvantages. While this essay recognizes the issues that may lead to calls for censorship, it takes a strong stand against banning books in school libraries. It stresses the necessity of protecting the First Amendment and creating a climate that supports free thought. (Birc p 3) sheds light on a new prohibition era where the focus on banned books traditionally centers on the American Library Association's (ALA) Banned Books Week. However, Birc argues that the ALA and librarians are failing to address a significant violation of intellectual freedom within the US prison system. He emphasizes the need for a transformation in the discourse on book banning, advocating for an expansion of the conversation to include prisons. This insight prompts us to consider the broader implications of censorship beyond school libraries. One argument in favor of censorship in school libraries is the desire to protect students from potentially harmful or controversial content. Advocates for book bans often argue that certain materials may be inappropriate for certain age groups, contain explicit content, or go against community values. Concerns about age-appropriateness and maintaining a positive

SURNAME 2 educational environment are valid considerations for school boards when curating library collections. On the flip side, the primary con of censorship in school libraries is the potential infringement on students' First Amendment rights. (Birc) analysis encourages us to rethink the values that should drive library and information professionals. Intellectual freedom, a fundamental professional value, is rooted in the First Amendment. School libraries, as crucial spaces for intellectual development, should actively uphold students' First Amendment rights to receive information and ideas, even if they challenge conventional norms. The First Amendment safeguards freedom of speech and expression, and by extension, the ability to access varied ideas and opinions. Censorship of books by school boards has a negative impact on kids' education since it prevents them from being exposed to new ideas and perspectives. Apart from overt book bans, there are more subtle forms of censorship that may occur within school environments. These include self-censorship due to peer pressure, censorship through administration intimidation, and unconscious censorship where students may not even be aware of the societal norms they are conforming to. For instance, (Birc p 6 ) introduces the concept of interest convergence, referencing Derrick Bell, to explain how decisions often align with the interests of those in power. They argue that the profession, led predominantly by privileged white individuals, may have conflicting interests regarding prison abolition. These forms of censorship, though not as visible, can have a profound impact on the intellectual growth and civic engagement of students as well as societal conditioning which is particularly dangerous as it hinders students' ability to critically engage with diverse perspectives and challenge societal norms.

SURNAME 3 The heart of the argument against book bans lies in the protection afforded by the First Amendment. Drawing on legal cases and scholarly perspectives, (Kim pp 62-64) emphasizes the role of schools in creating an environment that aligns with the principles of free speech. The Island Trees Union Free School District v. Pico case is examined to showcase the Supreme Court's stance on students' rights to "receive information and ideas" without arbitrary censorship. This legal precedent establishes the unconstitutionality of censorship motivated by a desire to enforce a particular viewpoint or suppress dissenting voices. Moreso, the lack of transparency and data collection on book banning in prisons raises questions about the ALA's commitment to intellectual freedom in all its forms. This neglect not only affects incarcerated individuals but also compromises the profession's integrity in advocating for unrestricted access to information. Kim exploration of recent book removal requests provides additional context to the argument against censorship in school libraries. The unprecedented spike in removal requests, primarily targeting books that amplify the voices of marginalized communities, raises concerns about the motive behind such actions. The essay addresses the dangers of justifying censorship based on subjective criteria such as community values or potential offensiveness. It argues that allowing such justifications could lead to a slippery slope where any dissenting or unpopular views could be suppressed, stifling open dialogue and critical thinking within the educational system. For instance, Kim examination of recent book removal requests underscores a troubling trend where books depicting the experiences of Black, Indigenous, LGBTQIA+ individuals are disproportionately targeted. This points to discriminatory motivations behind censoring, which has the effect of limiting debate and reinforcing negative preconceptions. The freedom of information, regardless of its source or subject matter, is guaranteed by the First Amendment.

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SURNAME 4 Rather than resorting to bans, school administrators should adopt a preferred position in favor of free expression. This involves minimizing instances of direct censorship, actively encouraging responsible dialogue, and creating an environment that respects diverse viewpoints. By doing so, schools can fulfill their role in preparing students for active participation in a democratic society in line with Birc article highlights the importance of intellectual freedom and access to literature, emphasizing that school libraries play a pivotal role in shaping informed citizens. Banning books in these spaces limits students' exposure to diverse viewpoints, hindering their ability to think critically and make informed decisions. As guardians of knowledge, school libraries should embrace their responsibility to nurture intellectual curiosity and open dialogue. In a nutshell, this essay contends that the cons of censorship, particularly the infringement on First Amendment rights, far outweigh the pros. The essay argues against book banning in school libraries, presenting a nuanced perspective that draws on the First Amendment, legal precedents, and insights from the analogies of carceral book banning. There should be a safe space for pupils to express their opinions and learn from those of others in the school library. Students' access to material is protected by law, and any problems that arise in the classroom can be solved with careful planning and discussion. As custodians of knowledge, school libraries must prioritize their role in shaping informed citizens rather than succumbing to the pitfalls of censorship. In doing so, they contribute to the development of critical thinking skills and a robust, democratic society.

SURNAME 5 Works Cited Birc, Stephanie. “A New Prohibition Era: Book Banning, Prison Abolition, and Librarians.” Education for Information , vol. 38, no. 4, Nov. 2022, pp. 1–8, https://doi.org/10.3233/efi- 220065. Kim, Robert. “Under the Law: Banning Books: Unlawful Censorship, or within a School’s Discretion?” Phi Delta Kappan , vol. 103, no. 7, Mar. 2022, pp. 62–64, https://doi.org/10.1177/00317217221092240. Martinson, David L. “School Censorship: It Comes in a Variety of Forms, Not All Overt.” The Clearing House: A Journal of Educational Strategies, Issues and Ideas , vol. 81, no. 5, May 2008, pp. 211–14, https://doi.org/10.3200/tchs.81.5.211-214.

Name3 bOOK Banning

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