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A Critical Policy Analysis of Book Bans in U.S. Public Higher Education as Marginalization of Intellectual Freedom

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Title: A Critical Policy Analysis of Book Bans in U.S. Public Higher Education as Marginalization of Intellectual Freedom
Language: English
Authors: Robin Throne, Tricia J. Stewart
Source: Online Submission. 2024.
Peer Reviewed: N
Page Count: 11
Publication Date: 2024
Document Type: Speeches/Meeting Papers
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Public Colleges, Books, Censorship, Intellectual Freedom, Power Structure, Disadvantaged, College Students, Social Justice, Educational Policy
Abstract: This conference paper presents the results of a critical public higher education policy analysis of book banning, censorship, and silencing of specific voices--usually those of marginalized voices and those who fight for the oppressed. United States public higher education seeks to provide an environment for intellectual freedom that allows college students to be exposed to new ideas and divergent perspectives that foster an intellectual life. Ideally, college students should encounter academic opportunities in higher education that enrich students' growth and worldviews. Yet, current trends in some U.S. states call for eliminating diversity, equity, and inclusion initiatives. This includes attempts to stop "Woke" and critical race theory efforts across several U.S. states. This paper examines these conservative ideological criticisms in the context of intellectual suppression, voice dispossession, and silencing, thereby promoting socially reproduced intellectual suppression in American higher education through book repression, limitations of book selections, and outright bans. U.S. higher education policy solutions are considered within a social justice framework to maintain academic integrity, First Amendment rights, and the intellectual freedom tenets expected as part of higher learning.
Abstractor: As Provided
Entry Date: 2024
Accession Number: ED656326
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED656326
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PubType: Conference
PubTypeId: conference
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IllustrationInfo
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  Data: A Critical Policy Analysis of Book Bans in U.S. Public Higher Education as Marginalization of Intellectual Freedom
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2024.
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  Data: N
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  Data: 11
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  Data: 2024
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Public+Colleges%22">Public Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Books%22">Books</searchLink><br /><searchLink fieldCode="DE" term="%22Censorship%22">Censorship</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Freedom%22">Intellectual Freedom</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged%22">Disadvantaged</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink>
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  Data: This conference paper presents the results of a critical public higher education policy analysis of book banning, censorship, and silencing of specific voices--usually those of marginalized voices and those who fight for the oppressed. United States public higher education seeks to provide an environment for intellectual freedom that allows college students to be exposed to new ideas and divergent perspectives that foster an intellectual life. Ideally, college students should encounter academic opportunities in higher education that enrich students' growth and worldviews. Yet, current trends in some U.S. states call for eliminating diversity, equity, and inclusion initiatives. This includes attempts to stop "Woke" and critical race theory efforts across several U.S. states. This paper examines these conservative ideological criticisms in the context of intellectual suppression, voice dispossession, and silencing, thereby promoting socially reproduced intellectual suppression in American higher education through book repression, limitations of book selections, and outright bans. U.S. higher education policy solutions are considered within a social justice framework to maintain academic integrity, First Amendment rights, and the intellectual freedom tenets expected as part of higher learning.
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  Label: Entry Date
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  Data: 2024
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  Data: ED656326
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED656326
RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
    Subjects:
      – SubjectFull: Public Colleges
        Type: general
      – SubjectFull: Books
        Type: general
      – SubjectFull: Censorship
        Type: general
      – SubjectFull: Intellectual Freedom
        Type: general
      – SubjectFull: Power Structure
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      – SubjectFull: Disadvantaged
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      – SubjectFull: College Students
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      – SubjectFull: Social Justice
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      – SubjectFull: Educational Policy
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      – TitleFull: A Critical Policy Analysis of Book Bans in U.S. Public Higher Education as Marginalization of Intellectual Freedom
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            NameFull: Tricia J. Stewart
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              Type: published
              Y: 2024
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            – TitleFull: Online Submission
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