Image courtesy of American Library Association (www.ala.org)
DESCRIPTION OF THE ACTIVITY
Looking into the subject of censorship in children’s literature, I decided to review Joosen’s (2020) article “Just Listen? Silence, Silencing, and Voice in the Aesthetics, Reception, and Study of Children’s Literature” and try to decide “whether silencing is a desirable strategy in the case of texts that perpetuate problematic world-views” (p. 111) as well as reflecting on who is being silenced in the process of trying to transform children’s literature (Joosen, 2020).
In an effort to stop censorship and silence within children’s literature, there are authors who are publishing works that are both confronting and controversial, producing a break from previously thought to be taboo or disturbing subjects. The article also notes the link between censorship and diversity, especially in the context of today’s young readers.
WHAT DID I LEARN?
Before reviewing this article for my development activity I had several preconceived notions of what censorship within children’s literature meant and why it should or should not be performed. Reflecting on the article I learned there are many aspects that need to be considered by those deciding on what is appropriate for young readers. I found the difference between being silent and being silenced interesting, as “not everyone who is silent is necessarily silenced” (Joosen, 2020, p 112) and that by silencing (censoring) authors we take away voices and topics for children’s literature.
Subsequently, I have learned to question the motivation and political reasons why children’s literature works may be censored, especially given the current political climate towards racial and gender equality. The article also provided me the understanding that I need to be able to critically analyse works and look toward more diverse topics in my own library. Additionally, it offered the opportunity and gave suggestions of articles to research in order to further my knowledge (see Appendix for article titles). Following these suggestions, I also learned of Banned Books Week, which is an annual event to celebrate and highlight the value of free and open access to information.
HOW WAS THE ACTIVITY RELEVANT?
While exploring the relevancy of this article to the subject of censorship in children’s literature, Joosen (2020) notes that “youth worldwide appears to be more critical and vocal than ever” (p 118) and “some children have been silenced so often … they no longer feel their voice counts” (p 119). By silencing or censoring books or works in children’s literature, we are effectively reducing not only the diversity of available tools for children to further their learning, but also their voice and identity. The article also highlights that the practices of censorship and political correctness can lead to the withdrawal and banning of not only the works, but the authors and publishers themselves, leaving vulnerable readers with a skewed version of the truth.
WHAT WERE THE GAPS IN MY KNOWLEDGE?
By reading and reviewing the article I have realised that censorship and diversity within children’s literature are closely linked and that by censoring (silencing) authors and subjects we adults believe to be taboo or disturbing, we are effectively censoring diversity in our libraries. In this, the most significant knowledge gap that I have identified for me is how we need to look beyond certain contexts and personal beliefs so that we may provide a more diverse and less censored learning experience for our young readers.
Appendix
Davis, M. (2018, September 24). Banned books week celebrates freedom to read. The Collegian. https://www.kstatecollegian.com/2018/09/24/banned-books-week-celebrates-freedom-to-read/
Jensen, H. (2018). Was the cat in the hat black? The hidden racism of children’s literature, and the need for diverse books by philip nel (review). Journal of the History of Childhood and Youth, 11(3), 474-476. doi: 10.1353/hcy.2018.0064
Nel, P. (2014). Was the cat in the hat black?: Exploring Dr. Seuss’s racial imagination. Children’s Literature, 42, 71-98, 342. https://search-proquest-com.ezproxy.csu.edu.au/docview/1545865590/fulltext/2336F72F1A35423CPQ/1?accountid=10344
Ryan, C. & Hermann-Wilmarth, J. (2013). Already on the shelf: Queer readings of award-winning children’s literature. Journal of Literacy Research, 45(2), 142-172. doi: 10.1177/1086296X13479778
References
Banning books, silencing stories (nd). [image]. https://www.kstatecollegian.com/2018/09/24/banned-books-week-celebrates-freedom-to-read/
Joosen, V. (2020). Just listen? Silence, silencing, and voice in the aesthetic, reception, and study of children’s literature. International Research in Children’s Literature, 13(1), 111-126. doi: 10.3366/ircl.2020.0341