🥇 Library Champion Newsletter #64 | 🤔💠Questions to ask when talking about book bannings and Critical Race Theory
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🤔💠Questions to ask when talking about book bannings and Critical Race Theory
With the rise of book challenges, bannings, and the opposition towards the incorrect definition of Critical Race Theory (CRT), it’s important to start with some questions.
It’s questions that often get to the root of our feelings. If we are aware of those root feelings we can learn a lot about ourselves and by extension how we will interact with others.
(Image from Unsplash.com)
By banning books or passing legislation banning whatever we define CRT as, we are skipping the critical analysis step that is necessary when learning.
If we ban books with sexual content or narratives that push back against white supremacy, we will miss the chance to question why that content made it into the book in the first place. Does the book include certain content so to give the reader the perspective coming from a victim or minority? What if the book allows us to question our views on nationalism? What can we learn about the racial attitudes present in a book published 50-100 years ago?
(Image, from 1963 March on Washington, by Rowland Scherman, Flickr, Archives Foundation. Creative Commons License 2.0)
By removing books, we lose the opportunity to analyze the content and by extension our own beliefs.
Here are some questions to ask when discussing book bannings, CRT, and legislation related to what can and can’t be taught in our schools:
There has been legislation proposed or passed thus far in many states that prohibits material intended to make students feel “guilt, shame, or discomfort” because of their race. While all agree that no one should seek to make another person feel bad because of their racial identity, how will the intent of such material and the teachers who teach it be determined? If the material presents factual information or an analysis of historical events for consideration, but happens to make students or parents feel bad, should it be disallowed?
There is legislation proposed or passed thus far in many states that also seeks to prohibit materials that suggest America is an “inherently racist” nation. But what does that mean? For instance, enslavement was embedded in the U.S. at its inception, and was rooted in white supremacy. So, would teaching those facts amount to calling the country “inherently racist?” If so, how can we teach about enslavement? If teachers mention that the founders believed citizenship should be limited to whites — they said as much in the Naturalization Act of 1790 — would they be guilty of calling the U.S. “inherently racist?”
Several states have proposed giving parents the right to sue teachers and schools that violate the new rules or teach “divisive subjects.” But since divisiveness is subjective and a parent might overreact (by thinking material is meant to make their child feel guilt, even when it isn’t), might the fear of being sued intimidate teachers and dissuade them from discussing anything about racism in history, or any possibly controversial issue? If so, doesn’t that hamper the cause of learning? And if teachers avoid such topics for fear of white parents suing, wouldn’t that disrespect people of color by ignoring issues that are important to them? If so, could they sue schools for not talking about these subjects? If not, why not?
If material about white privilege or systemic racism can be prohibited because it offends white people, should we ban material celebrating founding fathers who owned human beings as slaves or westward expansion, which might make Black or Indigenous persons equally uncomfortable? If not, why the difference?
In teaching about World War 2, should Japanese American parents be able to veto teaching about the attack on Pearl Harbor since it might lead to hostility against their kids because of their familial origins? Should Muslim and Arab American parents be able to veto material about 9/11 for fear it might provoke animosity towards their children or instill guilt for the actions of others of their faith or ethnicity? If not, why the difference?
🤗 We really have some great Friends!
From the kayak raffle to their book sales, the Friends have raised nearly $4,000 in 2021! Meanwhile, the Friends have contributed over $7,200 to the library in 2021. With those funds, the library has been able to continue to offer mobile hotspots and Chromebooks and add more security cameras so that our library is safe and secure.
But the biggest number of all is $122,406.83: the amount of contributions the Friends have made all-time to the library.
Let that sink in!
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A book recommendation just for you!
52 Ways to Walk: The Surprising Science of Walking for Wellness and Joy, One Week at a Time by Annabel Streets (2022) (Adult nonfiction: health and fitness, inspirational)
Streets takes us through a year’s worth of intentional walks and has us re-thinking walking. While walking is necessary and good for you, Streets has us considering the landscape of our surroundings and the internal factors at play when we walk, such as spiritual direction. This book is good for regular walkers and those looking to get outside and move.
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Youth programs & events in February
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--Vince Giordano
Librarian and Director of the Juniata County Library.
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