Monday, February 25, 2008


Some thoughts on censorship.

Censorship. Why do teachers assign the literary works that they do? Teachers need to clearly articulate why they are assigning books to read. Need to listen carefully to parents who complain about the literature their children are reading. Why are they complaining? SM Kauer. English Journal. (Jan. 08), 56-60.

Censorship. The issue in censorship. “…but I look forward to a day when educators, students and parents believe that it is more important to deal with difficult ideas, words and images than to obliterate them.” L Reid. English Journal. (Jan. 08), 10.

Censorship. Not use Huck Finn? In defending her not using Huck Finn, female English teacher asks, what is the most hurtful word a man can use for a woman? Would you want to read a book with that word repeated frequently on every page in a classroom full of boys? ME Dakin. English Journal. (Jan. 08), 12. [RayS. The problem is reading Huck Finn with a single or even a few black students in a classroom full of white students. The N-word hurts.]

Censorship. Rationales. Steps in completing a rationale for books you are going to read as assigned material: Goals. How use book to further learning goals. Review awards, recommendations. Previous experience with the book. Activities. Foreseen objections. How handle sensitive materials. Educational and literary merit that outweigh objections. Alternative selections. RC Lent. English Journal. (Jan. 08), 64. [RayS. I sorely wish that I had completed a rationale for every work of literature I taught in my junior high and senior high classes. I would have been a better teacher.]

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