Friday, November 7, 2008
Blog entry Nov. 5
The articles I read discussed the importance of listening to parents and other teachers, and also they stressed that teachers should stand up for books they believe deserve to be in the curriculum. There is still a huge gap of the how we come to a compromise; it is widley accepted that teachers and parents should agree on a book before assigning it, but the process of satisfying teacher and parent is more difficult. My research will ask teachers how they actually relate to the parents who want books restricted, the different methods of cummincation that real teachers actually use. By getting personal beliefs on censorship from teachers currently in the field of high school, I will get eyewitness accounts of how to discuss cenorship with parents and students.
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I cannot envision the censorship controversy going away in the near future, how could it? As a collective of future English teachers, this is especially important to us. Discussions about literature often get students to think their own thoughts and share them with others, so I think that to censor books or words because they are “wrong/inappropriate/whatever” is so relative that any compromise will never satisfy everyone.
Troy’s research is going in the right direction. I think talking to actual teachers is the best idea, and if possible it would be great to ask a parent some questions, as well. In this debate between teachers and parents, I think it would be interesting to get an idea of the students’ perspectives on censorship since the arguments are for them.
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