Abstract
This research explored what teachers and librarians identified as the impacts of limiting diverse books and curricula in South Carolina public schools. As book banning and censorship increase across the county, the amount of self-censorship that teachers and librarians partake in also increases. Through a mixed-methods approach, surveys were completed by local librarians and teachers to investigate their opinions on the limiting of diverse novels and curricula in South Carolina public schools. This research indicated that educators and librarians overwhelmingly believed that restricting diverse literature negatively affects students' ability to relate to what they read or learn, reduces their understanding of different cultures, and diminishes engagement with the curriculum. Findings revealed concerns about the impact of censorship on students' empathy, critical thinking skills, and acceptance of diversity. These findings underscore the importance of promoting diversity in education and advocating to support teachers, librarians, and students. The implications of this research suggest the need for clear guidelines for handling requests to limit novels or curricula, as well as advocacy efforts and professional development initiatives to support teachers and librarians.
Recommended Citation
Kuehn, Julia P. and Booker, Keonya C.
(2024)
"Impacts of Limiting Diverse Literature and Curricula in South Carolina Public Schools,"
Teacher Education Journal of South Carolina: Vol. 18:
No.
1, Article 3.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol18/iss1/3