The secondary resources I have researched thoroughly discussed the issue of book censorship. One source touched on some things concerning the appropriateness of certain texts and world issues; however, he came to the conclusion that if a book is offensive, then it must have some value considering the important feedback it might create. He did go on to say that that does not make every offensive book necessarily appropriate for all ages; instead, teachers need to approach the offensive issues within the classroom first and justify beyond a reasonable doubt the appropriateness of the text.
What gap still exists?
How does a teacher determine the maturity level of their classroom in order to justify the teaching of particular texts?
I plan to conduct interviews with junior high teachers in order to evaluate their opinions and knowledge on the issue. I also have been observing junior high students in order to make some quality inferences regarding the issue of book censorship, maturity, context, and appropriateness.
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1 comment:
This research question is extremely relevant as a future teacher. I think that literary professionals might need to look into censorship in the classroom, but not spend a huge amount of time and concern on it.
So far this secondary research seems like a good start and a very valuable reference to the question. I think that the sourse shows that the author took time in looking at this subject.
As far as gaps, there isn't a real way to answer that without seeing any other sourses yet. Gaps that may be there, could be filled with other research that you have done, but didn't talk about here. I do think that in education this is a big concern for many teachers and they need a way of helping them decide if a book should be used in the classroom or not. So far so good!
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