In a free society of equals, only we ourselves have the right to choose who we will become, and no one may authorize or limit our possible identities, for this is falsification, enslavement, and theft of the soul.
When subversive organizations of white supremacist terror, patriarchal theocratic sexual terror, and tyranny as the centralization of power to a carceral state of force and control with all its attendant evils and paraphernalia of thought control, surveillance, and repression of dissent infiltrate our institutions to enact book bans and other censorship, let us expose and challenge them for what they are; attempts to pervert education from the teaching of questioning to produce citizens who are co owners of the state and guarantors of each others rights into obedience to authority.
And remember children; they only ban books that can give you the power to see through the lies of those who would enslave us, and to free yourself from systems of oppression, elite hegemonies of wealth, power, and privilege, and fascisms of blood, faith, and soil.
For an example of how theocratic and fascist organizations pursue the subversion of democracy through book bans as part of a broad assault on our liberties and freedoms, we may look to the odious Moms For Liberty.
As written by Mark Romano in MSN, in an article entitled 10 Examples of How Moms for Liberty are the Real Threats to our Freedoms; “Moms for Liberty has positioned itself as a champion for parental rights and freedom in education, but their actions often tell a different story. This group, while claiming to advocate for liberty, promotes policies that restrict personal choice and challenge diverse perspectives in schools. Many parents and educators question how a movement that rallies against certain books and ideas can truly call itself a defender of freedom.
With chapters across 45 states, Moms for Liberty has gained visibility in education politics. Their push for influence in school districts raises concerns about the limits they want to place on curriculum and expression. This blog post explores ten notable examples that highlight how their agenda can contradict the very values of liberty and freedom they purport to support.
As this discussion unfolds, it becomes clear that the issues at stake go beyond educational choices. They touch upon broader themes of inclusivity, freedom of speech, and the diverse fabric of American society.
Defining ‘Liberty’ and ‘Freedom’
Liberty and freedom are often used interchangeably, but they have distinct meanings.
Liberty refers to the protection of individual rights and the absence of oppression. It’s about having the legal and social space to make choices.
Freedom, on the other hand, can mean the power to act, speak, or think without hindrance. It’s more about the ability to pursue personal desires.
In a democratic society, both are essential for human dignity.
Moms for Liberty positions itself as a champion of parents’ rights. Yet, their actions often contradict their claims about supporting true liberty and freedom for all.
By limiting access to certain books or topics in schools, they restrict the freedom of students to learn and explore. This creates a tension between their stated goals and the actual impact of their actions.
Understanding these terms helps clarify the debate around organizations like Moms for Liberty. It shows how their belief system can shape policies that may not align with broader definitions of liberty and freedom.
Educational Censorship
Educational censorship is a growing concern as different groups push to control what students learn. This movement often focuses on banning books and shaping classroom discussions, which can limit students’ exposure to diverse ideas.
Banning Books
Banning books has become a notable strategy. Groups like Moms for Liberty often target specific titles that address topics like race, gender, and sexuality. They argue that these subjects are inappropriate for students.
Many schools have faced pressure to remove certain books from libraries and reading lists. This action creates gaps in education. Students miss out on important discussions about society and history. For instance, classics that tackle civil rights issues may get pulled. This not only limits freedom of choice but also diminishes critical thinking skills in young readers.
Controlling Classroom Content
Controlling classroom content is another tactic used by Moms for Liberty. They advocate for removing lessons that introduce concepts related to social justice and identity. Their focus is often on ensuring that political views align with specific ideologies.
Teachers may find themselves restricted in how they address topics in class. This can lead to a watered-down curriculum that avoids important issues. For example, discussions about historical injustices might get minimized or skipped altogether. When educators cannot discuss various perspectives, students lose the chance to develop a well-rounded understanding of the world around them.
Opposition to Inclusive Policies
Moms for Liberty often challenges inclusive policies, focusing on LGBTQ+ rights and racial equity. Their stance leads to heated debates within communities, limiting the support for diversity in schools.
Resistance to LGBTQ+ Rights in Schools
Moms for Liberty has actively opposed policies that support LGBTQ+ students. This includes pushing back against discussions about gender identity and sexual orientation in classrooms.
They argue that these topics should not be part of school curriculums. Their campaigns often focus on banning certain books or materials that include LGBTQ+ narratives.
Many school board meetings see strong vocal opposition from Moms for Liberty members. Their influence raises concerns about students feeling safe and represented, as they push for a more traditional approach to education.
Challenging Racial Equity Initiatives
Moms for Liberty also opposes racial equity initiatives in schools. They argue that these programs create division.
Members often claim that teaching about systemic racism is anti-American or promotes “critical race theory,” even when such teachings are not part of the curriculum.
This opposition can lead to the rejection of programs aimed at promoting diversity and inclusion. They seek to eliminate discussions that highlight historical injustices, which can prevent students from understanding different perspectives.
This resistance can limit resources meant to support marginalized students, impacting overall school culture.
Parental Rights Overreach
Moms for Liberty often advocates for parental rights in ways that some see as overstepping boundaries. This can affect health and safety measures in schools and infringe upon the choices of other families. The implications of these actions are significant and raise questions about individual freedoms.
Health and Safety Measures
In their push for parental control, Moms for Liberty has challenged essential health and safety protocols in schools. One notable example is their opposition to mask mandates during health crises. They argue that parents should decide whether their children wear masks, but this stance can compromise the safety of the entire student body.
Additionally, this group has pushed back against vaccination requirements. By questioning established health guidelines, they risk creating environments where preventable diseases could spread. Their actions often ignore the broader public health implications, focusing solely on individual parental choice.
Infringing on Other Parents’ Choices
Moms for Liberty’s focus on parental rights can inadvertently affect other families’ rights. For instance, when advocating for book bans in schools, they impose their values on all students. This limits access to diverse perspectives and important topics, which can help shape young minds.
Moreover, their initiatives can place undue pressure on educators. Teachers may feel forced to avoid certain subjects to comply with parental demands, impacting the quality of education. In this way, the push for expanded parental rights can lead to a narrowing of educational content, which can harm all students.
Interference with Curriculum Development
Moms for Liberty often challenges curriculum decisions in schools. Their actions raise concerns about how their involvement affects educational choices.
Critique of Curriculum Experts
Moms for Liberty has taken steps to question the expertise of curriculum designers. They believe that parents should have a strong say in what children learn. This point of view often leads to dismissing input from educational professionals.
For example, when schools adopt certain materials, these parents might push back, labeling them as inappropriate. This can create tension between educators and parents.
The result? Educators may feel pressured to alter lesson plans to appease concerned parents. This interferes with the educational process.
Limiting Teacher Autonomy
Teacher autonomy can take a hit when groups like Moms for Liberty get involved. Teachers typically select materials and methods to suit their students’ needs. When parental groups pressure schools, it can limit educators’ choices.
For instance, teachers may shy away from diverse perspectives in literature or science due to fear of backlash. Instead of encouraging open discussions, they might stick to safer, less controversial topics.
This restricts students’ learning experiences. A narrow focus on certain viewpoints can limit critical thinking and understanding. It affects the overall educational environment, making it harder for students to explore complex issues.
Advocacy Against Evidence-Based Education
Moms for Liberty actively challenges the principles of evidence-based education. Their actions raise concerns about the reliance on established research and factual history in schools. Here’s a closer look at two significant aspects of this advocacy.
Rejecting Scientific Consensus
Moms for Liberty has been known to oppose scientific findings, especially those related to health and education. They tend to favor personal beliefs over the conclusions supported by experts.
For example, this group often questions the importance of mental health initiatives that rely on data-driven approaches. They argue against programs that highlight the impact of social and emotional learning, dismissing them as unnecessary. This kind of rejection can limit students’ understanding of crucial topics like mental health and wellness.
Promotion of Historical Misrepresentations
The group also promotes selective versions of history that misrepresent facts. In efforts to influence school curriculums, Moms for Liberty pushes for bans on teaching slavery and civil rights topics. They believe these subjects create discomfort for students and parents alike.
This advocacy can lead to an incomplete education. Omitting such key historical events prevents students from understanding the complexities of race and society. Instead, students may be presented with a sanitized view of history that ignores significant struggles and achievements.
Political Maneuvering
Moms for Liberty actively engages in political strategies to influence local education. They focus on targeting school boards and use emotional tactics to push policy changes.
Electioneering School Board Campaigns
Moms for Liberty aims to place their candidates on school boards across the country. They have launched campaigns to support candidates who align with their conservative values.
Their strategy involves grassroots efforts in communities, mobilizing parents and like-minded individuals. They organize events to drive voter turnout and raise awareness about school issues. This focus on local elections has made them a notable player in education politics.
With over 275 chapters in 45 states, they work to ensure representation that echoes their vision. This approach creates a network that can effectively challenge opposing views.
Policy-Making Through Fear
Another tactic employed by Moms for Liberty is using fear to influence policy decisions. They often highlight issues such as critical race theory and gender identity in schools. These topics can evoke strong emotions among parents.
Moms for Liberty calls for book bans and strict policies regarding curriculum content. By framing these actions as necessary for children’s safety, they gain support from concerned parents. This fear-based strategy is effective in achieving their goals.
Their messaging resonates with many who feel anxious about modern education. By capitalizing on these fears, they seek to reshape public education to fit their ideals.
Undermining Professional Educators
Moms for Liberty has been criticized for actions that challenge the authority and expertise of teachers. This approach can create a hostile environment for educators and diminish the quality of education students receive.
Dismissal of Teacher Expertise
Moms for Liberty often questions the qualifications and methods of professional educators. They argue that teachers are not to be trusted with sensitive topics, claiming these professionals push certain ideologies.
Teachers spend years studying and training to understand how to educate their students effectively. By undermining this expertise, the group can create a divide between parents and educators. This can lead to conflicts at school board meetings and an atmosphere of suspicion.
Such actions might result in teachers feeling unappreciated and undervalued. When teachers worry about their job security or reputation, it can lead to less effective teaching practices.
Encouraging Distrust in Educators
Moms for Liberty advocates for transparency in schools. While this sounds good, it often breeds distrust among parents towards educators.
By promoting ideas that teachers are responsible for indoctrinating students, they create fear and concern among parents. This makes parents more likely to challenge teachers’ decisions or methods without a clear understanding.
Such distrust can harm the classroom environment. Educators might feel the need to look over their shoulders, impacting their teaching style. Instead of focusing on learning, teachers may spend time justifying their choices to parents and school boards.
This breakdown in trust not only affects teachers but can also create a negative atmosphere for students trying to learn.
Stifling Student Expression
Moms for Liberty has faced criticism for actions that seem to limit student expression in schools. This includes restricting student speech and discouraging critical thinking. These actions raise concerns about how students engage with different ideas and perspectives.
Limiting Student’s Speech and Clubs
Moms for Liberty has been linked to efforts that restrict student speech. This includes challenges to student-organized clubs that promote diversity and inclusion.
For example, some schools have seen pushback against clubs that focus on LGBTQ+ issues. Members of these clubs often face strong opposition, limiting their ability to create a supportive environment.
Parents have voiced concerns about these clubs, saying they conflict with their values. Consequently, school administrators sometimes feel pressured to remove or limit these clubs.
This creates an environment where students may feel unsafe expressing their identities and beliefs. Many students cherish these clubs as their safe spaces to discuss important topics.
Discouraging Critical Thinking
Another concern is the trend of discouraging critical thinking in classrooms. Moms for Liberty promotes a certain viewpoint on various issues, often pushing back against curricula that include diverse perspectives.
For instance, they have challenged books and educational materials that present different historical viewpoints or explore complex social issues.
This can lead to a narrow understanding of important topics for students. It limits their ability to engage in discussions and form their own opinions.
When students are not exposed to a wide range of ideas, they miss out on essential skills needed for critical thinking. Encouraging curiosity and questioning is crucial for their development.
Promotion of Homogeneous Ideology
Moms for Liberty’s actions often reflect a consistent pattern of promoting a narrow set of beliefs. This approach can lead to a lack of diverse educational experiences for students. Here are two key areas where this ideology is evident.
Advocating for ‘One-Sided’ Learning
Moms for Liberty pushes for educational policies that favor specific viewpoints. This often means supporting curricula that highlight conservative perspectives while sidelining alternative ideas. For example, they have opposed lessons that include topics like critical race theory and sexual orientation.
This focus can create a limited view of history and social issues. When students only learn about one perspective, they might struggle to understand broader societal dynamics. Effective education thrives on presenting a variety of viewpoints.
Opposing Diverse Perspectives
The organization frequently challenges programs that aim to include diverse voices. They argue that introducing concepts related to race, gender, and LGBTQ+ identities threatens traditional values. For instance, Moms for Liberty has taken steps to block LGBTQ+ protections in schools, claiming these measures infringe on free speech.
Such actions can lead to an environment where students feel excluded or marginalized. By opposing a rich tapestry of perspectives, they limit students’ ability to engage with the world around them. This stance raises concerns about inclusivity and understanding in educational settings.”
As I wrote in my post of September 8 2024, International Literacy Day: What is a Library For?; In our current moment of book burnings and bans, rewritten histories and authorized identities, silencing and erasure of the witness of history and the repression of dissent, thought control and the electoral infiltration, subversion, and capture of public institutions crucial to the mission of democracy and the manufacture of an informed electorate able to question authority as co-owners of the state, our interdependent public schools and libraries have become a frontline in the struggle between tyranny and liberty.
What is a library for?
Libraries share with public schools the purpose of creating citizens, of education in its original Greek meaning to bring out the truth of ourselves, together with two other primary and crucial functions in a democracy; to provide free access to learning as both rights of information and a free press, which also parallel equality as annihilation of class and access to opportunity as a seizure of power, and to provide inclusive and diverse representations of self as revolutionary struggle against authorized identities, divisions and hierarchies of elite belonging and exclusionary otherness, and fascisms of race, gender, faith, and nationality.
At the heart of this process of identity construction lies the curation of reading lists and a personal library which represents and defines us in ways we have chosen for ourselves.
Are we not the stories we tell about ourselves, to ourselves and to others?
Memory, history, identity; the selves we choose among the limitless possibilities of becoming human. Here is a central problem of both libraries and the construction of ourselves as assemblages of stories; how shall we taxonomize, structure, and assign relative value to the texts we gather, in our personae and in our libraries as memory palaces? And in a realm of ideas and their consequences which is chaotic, shifting, ephemeral, impermanent, and full of dyadic opposites, relative truths, mutual interdependence and change?
Before all else, who decides? Public libraries and schools confront us with all of the issues about how to be human together which create, inform, motivate, and shape human societies, and democracies most especially as negotiated meaning and value.
This is why the curation of personal libraries and unauthorized reading lists are revolutionary acts, and a praxis of the values of democracy.
As I wrote in my post of December 14 2021, Subversion of Democracy: Case of the Texas Book Ban; Remaining on the Texas Public School Required Reading List:
Lynchings and Other Family Gatherings: the Joy of Community
Keep Your Pimp Hand Strong: Negotiating Gender Roles
Only Our Kind Are Truly Human: Why Values and Morals Only Apply To Us
Texas bans books from public schools and libraries in subversion of democracy and our values of freedom and equality of all humankind in an attempt to enforce imperiled hegemonies of elite wealth, power, and privilege historically and systemically constructed along divisions of race and gender and fascisms of blood, faith, and soil.
The multifront assault on freedom of information and expression is about patriarchal sexual terror and white supremacist terror under the fig leaves of Gideonite fundamentalist Christian Identity sectarianism and jingoistic nationalism, as it has always been.
The last time the state had the right to control its slave populations through access to learning civilization collapsed and was lost for a thousand years while the Church burned books which threated elite power, and we must be vigilant lest we give those who would enslave us the right and power to do so yet again, and cast the world into a Dark Age from which we may never recover.
As written by Ryan Cooper in The Week, in an article entitled The forgotten history of Republican book banning; “A conservative stock character is making a comeback: the book banner. For the past few years, Republicans have pretended they’re defending free speech and free inquiry in schools against censorious liberals with their safe spaces and trigger warnings. In reality, conservatives have a mile-long history of trying to suppress the teaching of books they find uncomfortable.
That record has resurfaced in the Virginia gubernatorial race, where Republican candidate Glenn Youngkin recently ran an ad in which a woman named Laura Murphy complained about not being able to dictate what was taught at her local high school. Murphy describes the issue as explicit material being shown to children without parental sign-off, but there’s much more to the story than the ad let on: Back in 2013, Murphy told The Washington Post that her son Blake (now an associate general counsel for the National Republican Congressional Committee) had night terrors after being required to read Toni Morrison’s book Pulitzer Prize-winning classic Beloved.
Murphy isn’t the only Republican with this censorious impulse. The American Library Association maintains an incomplete list of attempted book-banning events in recent history, and in the large majority of cases for which a motivation is explained, it is conservative: Right-wing parents in Columbus, Ohio, tried to ban Catcher in the Rye in schools in 1963 because it was “anti-white.” Other parents challenged The Grapes of Wrath in Greenville, South Carolina, in 1991 because it invoked God and Jesus in a “vain and profane manner.” Slaughterhouse-Five was suppressed in Oakland County, Michigan, in 1972, in a case in which a circuit judge called the book “depraved, immoral, psychotic, vulgar, and anti-Christian.” Those are just three of dozens of examples.
Now, liberals have done the same thing on occasion, typically targeting books which contain racial slurs, like The Adventures of Huckleberry Finn. But the bulk of book banning incidents — parents complaining about sexual content, violence, skepticism of Christianity, cursing, or the history of racism and slavery — are straight out of the Moral Majority politics of the 1980s and 1990s. That habit seemed to vanish for awhile when Republicans nominated a thrice-divorced, credibly accused rapist for president. Now it’s coming back.
In recent months, Republican legislatures have passed de facto prohibitions of teaching the history of racism across the country. As a result, a Tennessee teacher was fired for assigning Ta-Nehisi Coates, while a Texas school board recently apologized for instructing teachers to present “opposing” views on the Holocaust while trying to obey a Republican law on curriculum content. Don’t let the brief reprieve fool you: They were always like this.”
As written by Amy Brady in Lithub, The History (and Present) of Banning Books in America: On the Ongoing Fight Against the Censorship of Ideas; “Like small pox and vinyl records, book banning is something many Americans like to think of as history. But according to the American Booksellers for Free Expression (ABFE), the practice persists. ABFE, which from its headquarters in White Plains fights book banning across the country, keeps a list of books challenged each year by American public libraries and schools. In 2016, that list includes Khaled Hosseini’s The Kite Runner, Toni Morrison’s Beloved, and Emily M. Danworth’s The Miseducation of Cameron Post. Most of the titles are by LGBTQ authors and authors of color who write about life beyond white, straight, middle-class America.
One way ABFE fights book banning is to partner with other organizations in the publishing industry (including their parent organization, the American Booksellers Association) to host Banned Books Week, a seven-day celebration that takes place in bookstores and libraries all over the United States. This year, the event runs from September 25th to October 1st with a focus on “diversity,” a factor behind many book challenges. “There were over 300 book challenges in 2015,” said Chris Finan, Director of ABFE, in an interview. “And themes of race, ethnicity, and sexual preference have been a large part of why those books got challenged.”
On its website, ABFE acknowledges that diversity is difficult to define. One definition that has informed their thinking comes from the ALA’s Office for Intellectual Freedom: Diversity includes “non-white main and/or secondary characters; LGBT main and/or secondary characters; disabled main and/or secondary characters; issues about race or racism; LGBT issues; issues about religion, which encompass in this situation the Holocaust and terrorism; issues about disability and/or mental illness; non-Western settings, in which the West is North America and Europe.”
Historically, other reasons for banning books include: sexual imagery, violence, and any content considered obscene. Indeed, arguments over obscenity—how its defined and how that definition relates to the First Amendment—have been at the heart of banned-book controversies throughout the 20th and 21st centuries.
Many historians point to Harriet Beecher Stowe’s Uncle Tom’s Cabin as the first book in the United States to experience a ban on a national scale. The Confederacy barred the book from stores not only for its pro-abolitionist agenda, but because it aroused heated debates about slavery (some historians argue that the book catalyzed the Civil War).
A decade after the war, a carping moralist government official named Anthony Comstock convinced the United States Congress to pass a law prohibiting the mailing of “pornographic” materials. His definition of the term was murky at best. Anatomy textbooks, doctors’ pamphlets about reproduction, anything by Oscar Wilde, and even The Canterbury Tales were deemed too sexy to send through the mail.
These bans, or “comstockery,” as the practice became known, continued into the new century. But by the 1920s, shifts in politics and social mores led booksellers to see themselves as advocates for people’s right to read whatever they wanted. Then, in 1933, an influential court case—The United States v. One Book Called Ulysses—helped usher in a new era of legal interpretation of the First Amendment.
In that court case, Judge John M. Woolsey overturned a federal ban of James Joyce’s Ulysses—the ban had been in effect since 1922, and court transcripts reveal that the judge who banned the book also remarked that it was “the work of a disordered mind.” Woolsey, who admitted to not liking the novel, found legal cause to challenge the previous judge’s definition of pornography—and by extension, his definition of art. He ultimately ruled that the depiction of sex, even if unpleasant, should be allowed in serious literature. His final edict is at once hilarious and evident of a mind capable of separating legal philosophy from personal preference: “[W]hilst in many places the effect of Ulysses on the reader undoubtedly is somewhat emetic, nowhere does it tend to be an aphrodisiac.”
The case set an important precedent. However, Comstock Law remained on the books until 1957, when the Supreme Court tried Roth vs. The United States. The plaintiff was Samuel Roth, a writer and bookseller convicted for mailing pornographic magazines to subscribers. His trial forced the American legal system to once again reconsider its definition of obscenity. The Court’s final decision was bad for Roth: his conviction was upheld, and he remained in prison until 1961. But it was great for lovers of books: the definition was narrowed to apply to only that which is “utterly without redeeming social importance.” That narrowing made room for books depicting sex and violence. Even Judge Woolsey had found Ulysses to have social importance.
In the decades that followed, public officials would continue to challenge the Court’s 1957 definition of obscenity, including Supreme Court Justice Potter Stewart, whose personal definition famously began and ended with the declaration “I know it when I see it.” But in general, the 1960s and 70s witnessed a simultaneous drop in instances of book bans and rise in more explicit art. Artists and authors felt freer than ever to experiment. Consumers were more willing than ever to un-clutch their pearls and engage with racy material. Sex was mainstream in the novels of John Updike and Erica Jong. Then America elected Ronald Reagan.
“Reagan didn’t run on a campaign of anti-pornography,” Finan clarifies. “But he nevertheless ran an election that depowered those who fought for First Amendment freedoms. [His] election encouraged challenges by people who were unhappy with books in schools and libraries that were increasingly realistic in their depiction of life.” The number of challenges to books made by school boards and libraries rose dramatically: “Suddenly we were facing 700-800 challenges a year,” says Finan. In 1982, the ALA responded to this renewed culture of censorship with Banned Books Week. “The point of the event was to get people to understand that these books weren’t pornographic or excessively violent, but simply depicting the real world…and that many were classics of American literature,” Finan says. “Banned Books Week was the first real [American] celebration of the freedom to read.”
In those early days, Banned Books Week consisted almost entirely of libraries and bookstores hanging posters and displaying banned books. “Those displays were enormously effective communication tools,” says Finan, “because people would wander over and find out that the books they love had been challenged. Suddenly they understood that censorship isn’t just about fringe literature.” Today, those displays remain a centerpiece of Banned Books Week, but partnering sponsors are also seeking to involve readers in other ways. The Washington, DC Public Library, for example, hosts a city-wide scavenger hunt of banned books that began on September 1st and will continue until the end of the month. The books, which have been wrapped in black paper printed with words like “SMUT” or “FILTHY,” have been hidden on shelves in libraries and bookstores all over DC.
The Comic Book Legal Defense Fund (CBLDF), another sponsor of Banned Books Week, has published a handbook that lists which comic books have been censored and outlines what readers can do to fight censorship. “Since 2011, at least one graphic novel has been included on ALA’s annual list of the ten most frequently challenged books,” said Betsy Gomez, Editorial Director of CBLDF, in an interview. “In 2015, CBLDF fought more than 24 attempts to ban books, including the comics Drama, This One Summer, The Sandman, Fun Home, Persepolis, Palomar. So far, in 2016, CBLDF has defended a dozen books.” The handbook includes programming ideas for educators and libraries to engage their communities in discussions about banned books throughout the year.
Organizations with no official connection to Banned Books Week are also getting involved. Wordier Than Thou, an open mic storytelling group in Pinellas Park, Florida, began presenting last year an annual burlesque show inspired by selected banned books. “[The show] definitely gets people talking about literature,” wrote Tiffany Razzano, founder of Wordier Than Thou, in an email. “[Last year], throughout the night people would come up to me and tell me about their favorite banned book.” The show, which features area burlesque favorite Mayven Missbehavin’, makes thematic sense: “It’s supposedly offensive material [interpreted by] scantily clad women performing classic burlesque stripteases,” she writes. For the sake of surprise, Razzano wouldn’t disclose which books would be featured this year. But last year’s performance included Gone with the Wind, 1984, and The Scarlet Letter.
It’s rare today for a book banning case to make it to the federal courts, but many challenges to books are still taking place on the state and local levels. At the time of this writing, ABFE has joined a protest against the Chesterfield County Public Schools in Virginia, which seeks to remove Rainbow Rowell’s Eleanor & Park and other titles from students’ voluntary summer reading lists. The proposed removal is “particularly outrageous,” says Finan, because the books aren’t a part of the school’s required curriculum.
If school administrators are attempting to limit even elective reading, what does the future hold for students who want access to all books, classic and contemporary—books that might broaden their understanding of the world? “The problem of book banning hasn’t gone away, and it probably won’t,” Finan laments. “There are always going to be struggles over the proper limits to free speech.”
As I wrote in my post of October 4 2021 What is the True Purpose of Public Education in a Democracy?
In The Addams Family Goes to School, wherein the truant officer is dispatched to bring Pugsley and Wednesday, aged 6 and 8 who have never been to school, our introduction to this family of glorious misfits, monsters, and forgotten gods, we are presented with a morality play of revolutionary struggle and a recurring theme of the series in which individuals and society are locked in a titanic battle for ownership of identity, with the stakes being autonomy or theft of the soul.
What is the true purpose of public education?
School is the forge of normality, authorized identities of sex and gender, the tyranny of other people’s ideas of virtue, the institutionalization of nationalist values and narratives of exclusivity, valorization of competition, violence, militarism, and the apologetics of capitalist elitism as meritocracy, and of hierarchies of membership and exclusionary otherness and divisions of race. Here we sort future masters from those who will serve them.
Public education is also our one chance to reimagine and transform our civilization through its members, to produce citizens of a free society of equals who can fulfill the four primary duties of a citizen; Question Authority, Expose Authority, Mock Authority, and Challenge Authority.
Tyranny cannot withstand exposure, truthtelling, and the witness of history.
Can democracy function as diversity and inclusion, or does throwing all the children in a pen together to sort themselves out always result in assimilation and hierarchies of exclusionary division or making everyone the same?
The politization of public education has become national news recently with violent and disruptive confrontations during school board meetings, but this is nothing new. Education is a ground of struggle; who is chosen to succeed and take their place among our elite and who will clean their houses, serve their food, produce the goods and material basis of their survival. At stake here is nothing less than the definition of our humanity, of freedom and equality, of who will manage systems, process symbols, ideas, and information, create and have the power to change civilization, and who will service them.
Every aspect of education as a social system, textbooks and the canon of literature, how history is taught, tests and success filters for access to power and wealth, class stratification or mobility, patriarchy, racial divisions, language, all of it is volatile and of crucial importance to the project of democracy.
As written by Sherman Dorn in The Washington Post; “Chaos and violence seem to be the themes of the first month of school. To many observers, these may appear to be exceptional, unprecedented times. But there’s a long history of public schools serving as ideological and physical battlegrounds, particularly when it comes to conflicts over citizenship and civil rights.
The violent response this fall by some Americans to public health measures and teaching our history of racism is an echo of violent responses in the past to efforts to broaden the reach and mission of schools. And this history also shows that how government reacts is not foreordained, and that the choice of responses will play a major role in determining the long-term consequences of this violence.
In the 1830s and 1840s, industrialization in Massachusetts triggered civil disorder, including the Boston riots between Protestants and immigrant Catholics. State Secretary of Education Horace Mann thought he had a solution to this strife, arguing for educating all children together in what he called common schools designed to foster a background that all children would share.
But this concept proved fractious from the start.
No sooner did common schools emerge than violence engulfed them. In 1844, Catholic families in Philadelphia sought representation in the schools. Yet many White Protestants saw Catholic immigrants as a threat to a burgeoning national identity, and nowhere was that assault clearer than in their supposed attempts to take over the public schools. So nativists spread false rumors that Catholic immigrants were pushing local public schools to remove Bibles.
These rumors, fear and anger spread and neighbors took to the streets. Multi-day riots in May and July resulted in the burning of multiple Catholic churches and the deaths of more than two dozen people.
Violence at and around schools became even more widespread after the Civil War. As newly elected Black politicians joined with community members to create a system of public schooling in the South, they fused schooling and citizenship. All the Reconstruction-era state constitutions that Congress approved had education embedded as a right. The appearance of public schools for Black children and the promise of access to all aspects of society enraged some White Southerners who feared the erosion of a social order that gave them privilege and power. Those fears translated to direct attacks.
Because of the central role of public education in the new definition of American citizenship, Southern racists targeted schools as part of an explicit counterrevolution to undermine Reconstruction and civil rights. The Ku Klux Klan regularly attacked schools, and being a teacher in a Black community was one of the most vulnerable occupations throughout the late 19th century.
For a brief period in the early 20th century, school violence dissipated, but for the worst of reasons. Across the South, White elites imposed systems of disfranchisement and segregation; systematically and structurally disadvantaged, Black schools became less of a visible threat to White supremacy and reigning power arrangements.
But schooling became the center of widespread community conflict and violence again in the early 1940s. When two Jehovah’s Witness children, Lillian and William Gobitas, refused to stand for the Pledge of Allegiance in their Minersville, Pa., public school classroom, they were expelled. Their case wound through the federal courts, finally reaching the Supreme Court, which decided in favor of the school district.
In the wake of that decision, Jehovah’s Witnesses were assaulted in communities across the country, often with members of the American Legion as leading local vigilantes. Coming to the schools with a mob mentality, Legionnaires and others identified the pledge in public schools as fundamental to American identity and those who refused to say it as national threats. In wartime, the mobs — and many other Americans — viewed dissent as suspicious and unpatriotic.
From Litchfield, Ill., to Kennebunk, Maine, entire towns were wracked by anti-Witness mobs. Children who refused to say the pledge for any number of reasons faced expulsion and threats of incarceration, as did their parents for encouraging juvenile delinquency.
In part shamed by the violence following their earlier decision, the majority of the court reversed itself three years later. As Justice Robert Jackson explained in his majority decision, “If there is any fixed star in our constitutional constellation, it is that no official, high or petty, can prescribe what shall be orthodox in politics, nationalism, religion, or other matters of opinion or force citizens to confess by word or act their faith therein.”
Despite this shift and the protection of students’ right to dissent, public schools remained figurative and literal battlegrounds in the fight over American identity and rights.
In the fall of 1957, White mobs in Little Rock, Ark., turned out in protest of the nine Black students desegregating Central High School. As Melba Pattillo Beals described in her memoir, on the first day of school her classmate Elizabeth Eckford was sandwiched between Arkansas National Guard members refusing to let her enter the school and “a huge crowd of white people screeching at her back … [having] closed in like diving vultures … [who] shouted, stomped, and whistled as though her awful predicament were a triumph for them.” The mobs dispersed only after President Dwight D. Eisenhower sent the 101st Airborne to enforce federal court orders to desegregate.
In Nashville the same month, a violent opponent of desegregation bombed Hattie Cotton Elementary School. No one was hurt in the late-night bombing, but as historian Sonya Ramsey explained, the single Black student in the school stopped attending.
In the 1970s, White mobs attacked buses carrying Black students as they arrived at South Boston High School.
Across American history, schools have been vulnerable to periodic violence that surrounds debates about citizenship and equal rights in education, including the role of schools in fostering shared childhood experiences, in building citizenship and equal education regardless of race, and in allowing principled dissent from rituals.
The strife this year fits into that broader pattern. To the parents and politicians angry or confused about critical race theory, like the parents and politicians angry or confused about mask mandates and health policies, the public schools are a key front in a battle for their rights and standing as citizens.
Debate over the role and purposes of public schools is a healthy sign of a functioning democracy. But violence around schooling is fundamentally at odds with the give-and-take of democratic decision-making. And it demands a strong response from authorities.
In 1943, the Supreme Court reversed the decision that had triggered mob violence against Jehovah’s Witnesses. In 1957, Eisenhower responded to the resistance to desegregation in Arkansas by dispatching federal troops.
Yet when the government has failed to confront violence, the consequences have been severe. In 1833, abolitionist Prudence Crandall opened her Canterbury, Conn., boarding school to Sarah Harris and other Black girls and women. Public officials responded by making it illegal for her to admit students from out of state without town permission, prosecuted her and stood by while a mob destroyed much of her school in 1834. Crandall moved to Illinois the next year, costing Connecticut a dedicated educational leader and beginning two centuries of a long troubled history of school segregation in New England.
The history of education teaches us that violence surrounding democratic schooling is part of a recurring pattern and that we have a choice to passively accept or assertively confront violent impulses.”
As I wrote in my post of March 22 2020, The Subversion of our Education System and Democracy; The suspension of our national standardized testing has revealed a failure of our education system; the commodification and privatization of learning and the modeling of our schools on factory production has produced a generation of Americans who can follow orders, perform routine tasks, and parrot facts, but whose abilities to create, invent, reason, and analyze and interpret facts have been crippled. This is intentional.
Educatus, the Greek word origin of education, means to bring out rather than to stuff facts in. It is an idea bound together with that of citizens as co-owners of their own government in a democracy, and equally responsible for one another and for the stewardship of its four pillars of freedom, equality, truth, and justice.
Our civilization is founded and premised on its ability to question itself; this capacity for adaptation and transformation sets democracy apart from the tyrannies of priest-kings which had come before. From our origin in the Forum of Athens, the dialectics of Socratic method has been the forge of our identity as an anti-hierarchical culture, a free society of equals in which the greatest duty of a citizen is to question, expose, mock, and challenge authority, to incite, provoke, and disturb, and we must return this process to its central role in education if liberty is to survive and flourish in this age of state terror and control.
We have permitted the subversion of our education system and democracy by those who would enslave us. And we must take it back.
As I wrote in my post of July 8 2021, Truth, Lies, and History as a Ground of Struggle; the Case of Critical Race Theory Repression; We are confronted today with the realization of a nightmare and prophetic vision written by George Orwell in 1984, the classic novel of unequal power and the authoritarian nature of government which rendered in the chiaroscuro of a newsreel depicting the liberation of concentration camps a fictional interrogation of totalitarianism as a companion volume to Hannah Arendt’s nonfictional The Origins of Totalitarianism.
The remnants of the Fourth Reich and the organizations of white supremacist treason and terror within our government who remain loyal to Trump’s vision of a white ethnostate want the government to control what is taught as history in our schools, which would be the death knell of freedom and equality in America, and are enacting a furious assault on our values and on public education as a guarantor of an informed electorate in order to render meaningless the idea of citizenship, the co-ownership of the state by its members, in parallel with vote suppression legislation.
As I wrote in my post of June 22 2021, Our History Swallows Us Like An Infinite Moebius Loop and We Become Prisoners of Its Gordian Knot: the Case of Kurdistan; History becomes a wilderness of mirrors; of lies and illusions, distorted and captured images endlessly reflected which violate our uniqueness, falsify us, limit and entrap us in authorized identities and narratives which serve the interests of elite power and not our own.
Our histories and memories are the anchorages of our identity and the wellspring of our becoming, networks of connectedness which sustain our harmony and wholeness; but such nets can ensnare us as well, and become atavisms we drag behind us like an invisible reptilian tail.
Our history swallows us like an infinite Moebius Loop, and we become prisoners of its Gordian Knot; the case of Critical Race Theory repression illumines the vicious cycle of fear, power, and force as racism and fascist tyranny overlap and intermingle hideously, consuming its most vulnerable population as sacrifices on the altar of wealth and power.
As I wrote in my post of December 5 2020, Whose Story Is This?; We are the stories we tell about ourselves, to ourselves and one another. So it becomes important to ask of our stories and representations, whose story is this?
I call this the Narrative Theory of Identity, and my intention is that it serves as a lever for changing the balance of power in the world. Our idea of self derives from the persona, the ancient Greek theatrical mask through which characters speak, and the possibilities of becoming human are a function of the struggle between authorized identities and the self- ownership of autonomous individuals.
We have one problem in common as we grow up and create ourselves; each of us must reinvent how to be human. Our informing, motivating, and shaping forces, modeled and communicated to us by others, are necessary to our processes of growth and individuation, but also integral to the dialectics of self and others.
The struggle between the masks that others make for us and those we make for ourselves is the first revolution in which we all must fight.
As I wrote in my post of June 19 2020, Liberation, Memory, History, and Human Being: a Narrative Theory of Identity; On this Juneteenth we celebrate the final Emancipation of the Black peoples of America from slavery, and also the Liberation of Humankind from all forms of ownership by others. The first kind of freedom was won in the Civil War and is particular to our unique history; the second kind of freedom is universal and is yet to the achieved.
There has been much insightful and relevant discussion of our history of slavery and racial inequality and violence during the Black Lives Matter protests in the weeks before this holiday, of the silencing and erasure of people of color from our historical memory and of the divisions of exclusionary otherness and defense of unequal power in our society through state control of our identity and relations with others at every level of human interaction.
Beyond the state terror of racist police violence, this is the primary means of repression and power asymmetry perpetrated against us by the ruling class; not the secret prisons and assassinations, not the racist death squads or the dehumanization and commodification of the working class by the cabal of plutocratic capitalists, Gideonite fundamentalist patriarchs, and white supremacist terrorists who together comprise the fascist Republican conspiracy of atavistic barbarism, but their theft of the possibilities of human meaning and being through control of our educational system and rewritten history.
Why are we taught to revere Independence Day on the Fourth of July, but not Emancipation Day on June 19?
Much of our history has been stolen from us. Its time to take it back.
Why is this of vital importance? How is our liberty determined by our history and the quality of our humanity by our memory?
Whose stories shall we teach to future generations? Will it be songs of resistance and survival, of the unconquered freedom and glory of our humanity and the triumph of our seizures of power over who we are and may become? Or will it be elegies of our dehumanization and enslavement, or submission to tyrannical authorities and fascisms of blood, faith, and soil?
America is a free society of equals, wherein no one is better than any other by reason of birth or condition, in which we are co-owners of our government. This new American humanity was intended to be a society of autonomous individuals, in which we are free from the ideas of other people and from the force and control of the state.
Free to dream new possibilities of becoming human, to create ourselves as we choose with a free will and conscience in which no government stands between us and the limits of our imagination, and in which relations between persons are unmediated by the state so long as none are harmed and no other boundaries are authorized by law; a society which renounces the social use of force in the performance of our identities and in which we send no armies to enforce virtue.
We must seize our stories as informing and motivating sources through which we shape ourselves, authorize identities, and create Others for whom we are negative spaces and through whom we define ourselves.
Always there remains the creative dynamism and revolutionary struggle between the masks that others make for us and those we make for ourselves. This is the first revolution in which we all must fight; the struggle to create ourselves.
Which future will we choose, America? Resistance or submission?
Whose story is this? This question must be the beginning of a new pedagogy of education in history, and remain central to the project of its study. True education in the discipline of history asks Socratic questions and teaches methods of research, analysis, interpretation, and the publishing and presentation of insights and discoveries; education in general teaches us to interrogate and test claims of truth.
Trump has proclaimed the triumph of propaganda in authorizing an official state version of historical truth, whose purpose is to institutionalize the Mayflower Puritan/Pilgrim mythos as a competing narrative of national origins to the 1619 hypothesis. This seems to me an excellent idea, if we ignore the authorization of identity and government disinformation facets and instead make this interrogation of competing narratives itself the heart of our national story and curriculum.
Myths of colonialism, fictive inventions of national origin, and the roots of fascisms of blood, faith, and soil in our triumphalist narratives of Pilgrim and Puritan founders of America. Though the Mayflower Compact was signed November 21, celebrations of the 400th anniversary of the voyage began last week with its departure for America, which are being promoted by our government as a reply to the 1619 Project. This I cannot abide, so say I in paraphrase of the hero in the film Inglorious Basterds; can you abide it?
As we learn from John Cage in music, Harold Pinter in theatre, and Piet Mondrian in art, it is the blank spaces which define and order meaning; and in history it is the silenced and erased voices to which we must listen most carefully, for here the emptiness speaks to us of secret power and of the key functions and relationships which authority must conceal to maintain its hegemony over us.
Always pay attention to the man behind the curtain.
We must ask ourselves as we raise our children to become citizens and as we ourselves continue to learn throughout our lives, Whose story is this?
Fahrenheit 451 1966 Trailer | Oskar Werner
US public schools banned 10,000 books in most recent academic year
Survey by PEN America suggests bans nearly tripled nationwide from previous year’s figure
Banned Books in US Tripled to at Least 10,000 Last Year Under GOP State Laws: Iowa and Florida alone banned around 8,000 titles in libraries and public schools during the 2023-2024 school year.
‘Knowledge is power’: new app helps US teens read books banned in school
Digital Public Public Library fights back against rightwing censorship with resource that works through geo-targeting
https://www.theguardian.com/us-news/2023/aug/18/us-teens-banned-books-schools
Appeals court tells Texas it cannot ban books because it dislikes ideas within
https://www.theguardian.com/us-news/article/2024/jun/09/texas-books-butt-fart-appeals-court
Major publishers sue Florida over ‘unconstitutional’ school book ban
Hundreds of titles from Judy Blume to Mark Twain purged from school libraries following rightwing challenges
https://www.theguardian.com/us-news/article/2024/aug/30/florida-school-book-ban-publishers-lawsuit
The US librarian who sued book ban harassers: ‘I decided to fight back
https://www.theguardian.com/books/article/2024/jun/02/librarian-book-ban-interview
Scholastic reverses decision to separate books on race, gender and sexuality
After backlash, company will no longer separate catalog at school fairs, which allowed districts to opt out of diverse books
https://www.theguardian.com/books/2023/oct/25/scholastic-book-fair-reverse-race-gender-sexuality
‘Reading is resistance’: students and parents take on DeSantis’s book bans
https://www.theguardian.com/us-news/2023/sep/23/florida-desantis-book-ban-school-student-parent
Book bans use ‘parental rights’ as cover to attack civil liberties, Democrat warns: Florida congressman Maxwell Frost, who introduced Fight Banned Books Act, says bans are ‘baseless attack on our civil rights’
https://www.theguardian.com/us-news/2023/dec/21/book-bans-democrat-warning-maxwell-frost
Republicans will do anything to ban books, even saying they cause porn addiction
https://www.theguardian.com/commentisfree/2023/dec/09/republican-book-bans-censorship-free-speech
10 Examples of How Moms for Liberty are the Real Threats to our Freedoms
October 4 2021 What is the True Purpose of Public Education in a Democracy?
Violence Over Schools Is Nothing New In America/ Thew Washington Post
https://www.washingtonpost.com/outlook/2021/09/29/violence-over-schools-is-nothing-new-america/
September 1 2024 Becoming Human Through Literature: Jay’s Revised Modern Canon of Literature, a Resource For Back To School
September 8 2024 International Literacy Day: What is a Library For?
August 12 2024 A Sacred Calling to Pursue the Truth: the Case of Salman Rushdie, Champion of Our Liberty In Writing As A Sacred Calling to Pursue the Truth
The Origins of Totalitarianism, Hanna Arendt
The Ministry of Truth: The Biography of George Orwell’s 1984, Dorian Lynskey
Libraries and Books, a reading list
Fahrenheit 451 60th Anniversary Edition, by Ray Bradbury
The Poem That Changed America: “Howl” Fifty Years Later, Jason Shinder ed
Burning the Books: A History of the Deliberate Destruction of Knowledge,
by Richard Ovenden
https://www.goodreads.com/book/show/51342996-burning-the-books
Library: An Unquiet History, Matthew Battles
A History of Reading, Alberto Manguel
The Library at Night, Alberto Manguel
Books as History: The Importance of Books Beyond Their Texts, David Pearson
A Splendor of Letters: The Permanence of Books in an Impermanent World,
Nicholas A. Basbanes
https://www.goodreads.com/book/show/12181.A_Splendor_of_Letters
Every Book Its Reader: The Power of the Printed Word to Stir the World,
Nicholas A. Basbanes
https://www.goodreads.com/book/show/12180.Every_Book_Its_Reader
The Library: An Illustrated History, Stuart A.P. Murray, Nicholas A. Basbanes
(Foreword) Donald G. Davis (Introduction)
https://www.goodreads.com/book/show/54156965-the-library
On Paper: The Everything of Its Two-Thousand-Year History, Nicholas A. Basbanes
