Today, “censorship” refers to the process of going through books, movies, news stories, and other communication materials to remove or change content that is deemed offensive or unacceptable. This practice extends to educational environments like schools, where censorship manifests through curated curricula, teacher-student interactions, and limitations on student expression in classrooms. School libraries are also subject to this kind of censorship, which involves removing or limiting access to particular texts, publications, and other resources. This might include materials that are considered sexually explicit, contain explicit language, or explore controversial topics. For example, science textbooks may omit information on genitals or present biologically inaccurate diagrams to conceal reproductive organs, deeming such content sexually explicit for early childhood education.
Advocates of censorship argue that it shields children from potentially harmful ideas, safeguarding their moral development. Given their impressionable minds and susceptibility to external influences, exposure to violence or morally objectionable content might influence young students emulate similar behaviour. It might encourage or reinforce bad behaviour at a young age and negatively affect their sense of morality. Such proponents of censorship call for age-appropriate content that is developmentally appropriate. However, who decides what is and is not appropriate at a certain age? Often, this term doesn’t mean that children are too young to understand the material, but that they “shouldn’t” be exposed to it. Other instances of censorship in schools can include – objection to the teaching of Darwin’s theory of evolution in science classes because it conflicts with religious views, avoiding discussions about sexual orientation, and elimination of ‘The Adventures of Huckleberry Finn’ from the English curriculum because of racist language (OCLC). Differing parental opinions on what constitutes appropriate material for their children further complicate curriculum development.
However, there are significant cons to censorship in such spaces as well. The erosion of intellectual freedom is one of the key issues with school censorship. Libraries, intended as impartial sources of information, should provide students access to diverse perspectives and ideologies. Books and other materials that are banned from schools prevent children from learning about other viewpoints and from becoming independent thinkers. Such restrictions might further impede students’ ability to engage in open discussions and form opinions on their own volition on complex topics, necessary for the real world. Furthermore, censoring information under the guise of “protection” risks providing students with an incomplete or distorted view of reality, hindering their intellectual growth.
Censorship based on individual sensitivities restricts students’ access to knowledge. Based on personal views, some parents wish to eliminate material depicting violence; others object to references to sexuality, or to racially charged content. Some parents oppose having their children exposed to fiction that doesn’t have a happy ending, teach a moral lesson, or provide noble role models. In such a case, the school curricula would narrow to only the least controversial—and probably least relevant—material. It would hardly address students’ real concerns, satisfy their curiosity or prepare them for life (OCLC).
Educational institutions should prioritize intellectual freedom and construct curricula based on educational value rather than personal biases or religious pressures. Misguided censorship can stifle learning environments and impede students’ ability to engage critically with complex issues. Therefore, censorship in schools must be approached cautiously to avoid impeding students’ intellectual development.
References:
OCLC. “Censorship in Schools: Learning, Speaking, and Thinking Freely: The First Amendment in Schools.” WebJunction, 3 Aug. 2022, www.webjunction.org/documents/webjunction/Censorship_in_Schools_Learning_Speaking_and_Thinking_Freely_The_First_Amendment_in_Schools.html.
This article presents a thought-provoking discussion on censorship in educational spaces. It highlights the delicate balance between protecting students and allowing open discourse. Censorship can limit critical thinking and the exploration of diverse perspectives, which are essential for a well-rounded education. Engaging students in discussions about censorship can empower them to think critically about information and the implications of restricting ideas.