Banning Books in the K-12 Educational System

1 Banning Books in the K-12 Educational System Harvard University Schools keep the role of developing the brains of the youth foremost. This enables students to have the necessary knowledge and ability to navigate the world's complexity. However, a concerning practice has emerged: the prohibition of books as part of the school curriculum in K-12. Even though there are some justifiable reasons that might suggest ageappropriateness and content, the following paragraphs will consider the risks and unintended consequences of banning a book that will affect the book more in the long term. Nevertheless, there would be more setbacks in banning books, leading to deterioration of intellectual development, which would bring more damage to future generations. Screening some materials might happen, but outlawing books in the K-12 educational system is a suppression measure that is intellectually development-oriented, leads to censorship rather than free speech and limits pupils to exposure to diverse viewpoints, which, as a whole, harms education. Curtailing access to knowledge through book banning in K-12 education poses a significant threat to intellectual development. In the same way, the figure of books holds the entrance keys to a vast map of ideas, past accounts, and complex cases. They break paradigms, feed the appetite for more knowledge, and stir students to evaluate facts. If you ban the book, this will lead to the closure of the door, which will, therefore, reduce the possibility of students witnessing the diversity of knowledge that this creative work represents. Anderson says, "The value of representation in school media for BIPOC and LGBTQ+ students cannot be overstated. Access to narratives that challenge white normativity is critical for students to become agents of change in society" (Anderson 22). What we do, however, is to cut down students' learning ability 2 and close down the students' vast intellectual toolkit. Without diverse images and historical exposures, their minds stop developing the ability to think critically and to analyze a wide range of worldviews. In addition, no books are to be banned since they set frightening norms. It puts members of the power structure in a position where they can choose what "fit" things to be known and what deserves to be suppressed and rejected. It contributes to closing the dialogue spaces and causes students not to venture into different opinions. Now, picture such a scenario: a school board testimony that has inspired the removal of an LGBT-themed book due to parental worries (4). Although that is very fair, the removal of the voices of the parents from the plot simply follows the action and disrespects their role. In literature accompanied by a wide range of LGBTQ+ topics, conversations about identity, acceptance, and sensitivity to diversity will become the subjects of numerous discussions. In taking away these literary accounts, we create a culture of silence in schools, where students who, perhaps, can find their experiences mirrored in books might remain isolated and not understand that they are not alone. Essentially, banning books in the K-12 educational environment blocks intellectual progress by withholding participation in important data and restricting open communication. It's about a freedom of expression problem that infringes on students ultimately, leading them to the skills they need to face a complex world and to participate in a society that prospers. Beyond hindering intellectual development, banning books in K-12 education opens a dangerous door to censorship. Not speaking for themselves, the rulers will eventually determine what system of knowledge is"appropriate" and which is worth silencing. I am picturing a scenario in which a school board bans a book that expresses controversial issues about a 3 particular theme of sexual orientation. The school board gives as an example the concept of same-sex relationships as a reason and argument against it. Although some parents would find it awkward, the book can be a stepping stone to getting to important conversations about personal self-identities and not prescribing oneself a sexual orientation choice. "As a gay male, seeing attempts to remove LGBTQIA+ content from shelves is almost hurtful. All my life, books have been about the same thing: two straight, white people meet and fall in love" (New et al. 4). Through this medium, the intellectual growth of the child is somehow limited because what they see are the elements actively desired and promoted by particular persons. In fact, a ban on it will do little more than hush these voices on campus and deprive students of avenues for discovering varying views. On the one hand, the students might find themselves choosing self-censorship as a means of avoiding negative repercussions if the surveillance is heightened, while the students might also suffer from psychological damage. He has the same issue with his wife in this case; therefore, he elects to keep the books. As a matter of fact, this censorship is like an icy gag, too. For now, it (the book that defies the norm) may be about non-conformists and their relationship to society; tomorrow, literature might venture into various historical topics as well as religious texts that include views that are different from the commonly accepted ones. It is here it generates an atmosphere of fear and promotes eloquence in conversing, which is a vital element of a progressive nation. Compare a scenario where a school dropping a book that focuses on the environment has nothing to do with such industries. Such a boycott of intruders deprives students of the knowledge of their environment. The march of wrong information has had the effect of undermining their ability to form and share well-informed views, and it has also made it difficult for them to take part in dialogues on the most important global matters. 4 In essence, books together with everything that other tools of communication might offer is a force for being an environment for self-development, diversity, and freedom. This is disrespectful to our students as they are meant to have the opportunity to understand global diversities and expressions as they ready themselves to be true citizens of a complicated world. Finally, banning books in K-12 education severs students from the rich tapestry of human experience reflected in literature. People who forbid reading books take from students’ ideas that they can understand about really different life that get through reading. Books open the doors to distant cultures based on what others believe, endure, or resist. This pluralism is inspiring and makes us think and feel in the way of others. By restricting access to books that deal with sensitive topics like race, religion, or sexuality, we deprive students of the opportunity to connect with these realities. Justice Brennan also emphasized the role of schools (and the access to diverse ideas they provide) in preparing students for "active and effective participation in the pluralistic, often contentious society in which they will soon be adult members" (Kim 63). Having multifarious information is demanded by the pupils, and hence, each one will participate in intellectual wealth, in Kim's words. Spare to the thought of a school administration confiscating "The Hate U Give" book from its library simply because of its authentic depiction of the issue of police brutality. The subject may seem heavy, but it sensitizes you to the systematic experiences of racism and how it manifests in vulnerable persons. Interaction with this story leads the students to develop feelings of empathy towards people already walking this path and get a more comprehensive picture of our current surroundings. The elimination of books with multifaceted views leads to a uniform world; It fails to mould the students as they will be able to differentiate in this world of complexities. Through reading, they are brought to 5 the surface of various cultures and beliefs and encounter social issues, which widens their horizons and makes them more responsive towards humanity. Fundamentally, the school banning of books in grade school obstructs intellect, instigates censorship, and clutters the imagination of fresh perspectives. The result of this is that the students are not only deprived of the opportunity to gain the requisite knowledge and skills to navigate the intricacies of the globe but also to participate actively in a community which strives to flourish. The subject of human diversity is a complex phenomenon that requires deep comprehension. One way to facilitate this is via open dialogue and critical thinking to enable students to act in a responsible manner and embrace the diversity of human experience. In conclusion, suppression of books for K-12 education leads our children to worse outcomes. It discourages their mental development by creating an information gap that will cut down on their ability to discuss opinions freely. Apart from that, it results in a very subtle movement towards censorship, with the aim of blocking out any opposing voice or questioner. A well-rounded education requires knowledge and capabilities, which can only be achieved by exposure to different kinds of thoughts and outlooks. Communication and reflection, being the best methods for students' development, help people to recognize issues and find their own answers to complex reality. Thus, they establish themselves as active citizens who embrace the richness of human experience. 6 Works Cited Anderson, Amy. "A pleasure to burn: How First Amendment jurisprudence on book banning bolsters white supremacy." Mitchell Hamline L. Rev. 49 2023. Kim, Robert. "Under The Law: Banning books: Unlawful censorship, or within a school’s discretion?." Phi Delta Kappan 103.7 (2022): 62-64. New York Times. "What Students Are Saying About Banning Books From School Libraries (current events conversation)." New York Times, 18 Feb. 2022, p. NA. Gale In Context: Global Issues, link.gale.com/apps/doc/A776924541/GIC?u=egc1&sid=ebsco&xid=c727fd21. Accessed 25 Apr. 2024. Peterson, Ashley. "The Kids Are Not Alright: Negative Consequences of Student Device and Account Surveillance." Washington Law Review 99.1 2024: 235.