Negotiating Curricular Censorship: A Frame Analysis of Two Cases in Catholic Schools.
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| Title: | Negotiating Curricular Censorship: A Frame Analysis of Two Cases in Catholic Schools. |
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| Alternate Title: | Negociando la censura curricular: Un análisis de marcos interpretativos de dos casos en escuelas católicas. Negociando a censura curricular: Uma análise de enquadramento de dois casos em escolas católicas. |
| Authors: | Giunco, Kierstin1 giuncokn@ucmail.uc.edu |
| Source: | Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas. 8/26/2025, Vol. 33 Issue 50/51, p1-22. 22p. |
| Subject Terms: | *Censorship, *Catholic schools, *Social norms, *Education policy, Frames (Social sciences), Eyewitness accounts |
| Abstract (English): | In today's educational landscape, where censorship is increasingly being used to control and homogenize ideologies, it's crucial to examine how censorship policies are being framed and subsequently negotiated. This paper uses frame analysis to analyze two instances of book censorship in Catholic schools, exploring how insiders (e.g., administrators, students, families, alumni) and outsiders (e.g., news outlets, general public) attempted to establish their frame's relevancy as they responded to the removal of a particular text. The analysis reveals that educational leaders face challenges in reconciling institutional expectations with local community values, but ultimately, in these cases, it was the voices of community insiders that shaped the discourse surrounding the policy and its outcomes. Through this analysis, the paper contributes a nuanced understanding of censorship in educational settings, challenging the assumption that private religious schools are inherently sites of censorship, and emphasizing the value of community perspectives in efforts to understand censorship. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | En el panorama educativo actual, donde la censura se utiliza cada vez más para controlar y homogeneizar ideologías, es fundamental examinar cómo se enmarcan y negocian posteriormente las políticas de censura. Este artículo emplea el análisis de marcos interpretativos para estudiar dos casos de censura de libros en escuelas católicas, explorando cómo los actores internos (por ejemplo, administradores, estudiantes, familias, exalumnos) y externos (por ejemplo, medios de comunicación, público general) intentaron establecer la relevancia de su marco interpretativo al responder a la eliminación de un texto específico. El análisis revela que los líderes educativos enfrentan desafíos al conciliar las expectativas institucionales con los valores de la comunidad local, pero, en última instancia, en estos casos, fueron las voces de los actores internos de la comunidad las que moldearon el discurso y los resultados. A través de este análisis, el artículo ofrece una comprensión matizada de la censura en contextos educativos, cuestiona la suposición de que las escuelas religiosas privadas son inherentemente espacios de censura y destaca el valor de las perspectivas comunitarias para comprender este fenómeno. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | No cenário educacional atual, em que a censura vem sendo cada vez mais usada para controlar e homogeneizar ideologias, é fundamental examinar como as políticas de censura estão sendo formuladas e posteriormente negociadas. Este artigo utiliza a análise de enquadramento para investigar dois casos de censura de livros em escolas católicas, explorando como atores internos (por exemplo, administradores, estudantes, famílias, ex-alunos) e externos (por exemplo, veículos de imprensa, público em geral) tentaram estabelecer a relevância de seu enquadramento ao reagirem à remoção de um determinado texto. A análise revela que os líderes educacionais enfrentam desafios para conciliar as expectativas institucionais com os valores da comunidade local, mas, nesses casos, foram as vozes dos atores internos da comunidade que moldaram o discurso e os resultados. Por meio dessa análise, o artigo contribui com uma compreensão mais aprofundada da censura em ambientes educacionais, questionando a suposição de que escolas religiosas privadas são, por natureza, espaços de censura, e enfatiza o valor das perspectivas comunitárias na compreensão do fenômeno. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | In today's educational landscape, where censorship is increasingly being used to control and homogenize ideologies, it's crucial to examine how censorship policies are being framed and subsequently negotiated. This paper uses frame analysis to analyze two instances of book censorship in Catholic schools, exploring how insiders (e.g., administrators, students, families, alumni) and outsiders (e.g., news outlets, general public) attempted to establish their frame's relevancy as they responded to the removal of a particular text. The analysis reveals that educational leaders face challenges in reconciling institutional expectations with local community values, but ultimately, in these cases, it was the voices of community insiders that shaped the discourse surrounding the policy and its outcomes. Through this analysis, the paper contributes a nuanced understanding of censorship in educational settings, challenging the assumption that private religious schools are inherently sites of censorship, and emphasizing the value of community perspectives in efforts to understand censorship. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10682341 |
| DOI: | 10.14507/epaa.33.8599 |
