Preservice Literacy Teachers' Self-Censorship (and Fearless Promotion) of Risky Children's Literature

• In Event: Reading Dangerously: Responding to Texts in These Times

Abstract

The 2023 AERA call asks, “From what research and evidence do people consult when making decisions about banning and censoring books and curriculum materials?” This exploratory mixed-methods study addresses this question by examining the views of risky text held by preservice teachers in a U.S. state where new legislation governs teachers’ discussion of race and sex in classrooms. Psychosocial theories of self-censorship enabled us to examine the topics preservice teachers valued in children’s literature, those they planned to avoid, and their reasons for doing so. Findings suggest preservice teachers self-censor mostly due to insecurity in selecting materials and misunderstanding of institutional policies. Participants also reported comfort discussing race at younger grade levels. Reports were mixed regarding sex, gender, and sexuality.

Authors

• Catherine A. Lammert, Texas Tech University
  Presenting Author

• Vickie Godfrey, Eastern Kentucky University
  Presenting Author