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Confronting Book Banning and Assumed Curricular Neutrality: A Critical Inquiry Framework

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Title: Confronting Book Banning and Assumed Curricular Neutrality: A Critical Inquiry Framework
Language: English
Authors: Burmester, Samuel (ORCID 0000-0002-2685-5213), Howard, Lionel C. (ORCID 0000-0003-1745-5725)
Source: Theory Into Practice. 2022 61(4):373-383.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 11
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Culturally Relevant Education, Elementary Secondary Education, Reading Materials, Context Effect, Racism, Political Issues, Language Arts, Economic Factors, Literature, Critical Race Theory, Inquiry, Censorship
DOI: 10.1080/00405841.2022.2107343
ISSN: 0040-5841
1543-0421
Abstract: Recently, false accusations of Critical Race Theory (CRT) being taught in elementary and secondary schools have emerged in response to culturally relevant, sustaining, and revitalizing curricula; this pushback makes it difficult for many educators to safely employ culturally relevant literature in their classrooms. This article confronts the increasing censoring of curriculum (via book banning and other policies) that privileges White, unidimensional perspectives on language, culture, and curricular topics. Specifically, we suggest a critical inquiry framework (CIF) to guide "how" students read such text and that draws on the tenets of Yosso's Cultural Wealth model. Our CIF is rooted in (1) student examination of the economic and political contexts of literary production and constructs of linguistic and cultural legibility, (2) critical engagement with the represented values of literature, and (3) research and critical engagement in the unrepresented and misrepresented values, languages, and cultures of the literary artifact. Collectively, these components contribute to a framework of how to engage traditionally canonical texts in ways that are culturally sustaining and revitalizing by troubling the assumed neutrality of such literature. The article demonstrates the utility of the CIF in its application to sample text; F. Scott's Fitzgerald's essay "Winter Dreams." We offer consideration for pedagogy and other mediating issues.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1370554
Database: ERIC
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  Value: <anid>AN0159786891;tip01sep.22;2022Oct25.01:26;v2.2.500</anid> <title id="AN0159786891-1">Confronting book banning and assumed curricular neutrality: A critical inquiry framework </title> <sbt id="AN0159786891-2">Introduction</sbt> <p>Recently, false accusations of Critical Race Theory (CRT) being taught in elementary and secondary schools have emerged in response to culturally relevant, sustaining, and revitalizing curricula; this pushback makes it difficult for many educators to safely employ culturally relevant literature in their classrooms. This article confronts the increasing censoring of curriculum (via book banning and other policies) that privileges White, unidimensional perspectives on language, culture, and curricular topics. Specifically, we suggest a critical inquiry framework (CIF) to guide how students read such text and that draws on the tenets of Yosso's Cultural Wealth model. Our CIF is rooted in (<reflink idref="bib1" id="ref1">1</reflink>) student examination of the economic and political contexts of literary production and constructs of linguistic and cultural legibility, (<reflink idref="bib2" id="ref2">2</reflink>) critical engagement with the represented values of literature, and (<reflink idref="bib3" id="ref3">3</reflink>) research and critical engagement in the unrepresented and misrepresented values, languages, and cultures of the literary artifact. Collectively, these components contribute to a framework of how to engage traditionally canonical texts in ways that are culturally sustaining and revitalizing by troubling the assumed neutrality of such literature. The article demonstrates the utility of the CIF in its application to sample text; F. Scott's Fitzgerald's essay "Winter Dreams." We offer consideration for pedagogy and other mediating issues.</p> <p>K-12 schools are inherently political. They have long been sites of political conflict because of their capacity for socialization and social reproduction (Collins, [<reflink idref="bib13" id="ref4">13</reflink>]). Education scholars have theorized the role of education in shaping society and, within the context of the U.S., advancing democratic principles and practices (e.g., Dewey, [<reflink idref="bib17" id="ref5">17</reflink>]; Doddington, [<reflink idref="bib18" id="ref6">18</reflink>]; Sant, [<reflink idref="bib44" id="ref7">44</reflink>]). For example, they have argued that historically schools have largely emphasized Eurocentric linguistic and literary practices driven by community, institutional, and national values and agendas (Baker-Bell, [<reflink idref="bib2" id="ref8">2</reflink>]; Brandt, [<reflink idref="bib6" id="ref9">6</reflink>], [<reflink idref="bib7" id="ref10">7</reflink>]; Irizarry & Brown, [<reflink idref="bib28" id="ref11">28</reflink>]; Kinloch, [<reflink idref="bib30" id="ref12">30</reflink>]). In the contemporary, such prescription is reflected in the return to censoring of particular books and strident arguments against the misperception of Critical Race Theory (CRT) being taught in schools. CRT, a framework for understanding how race-related social inequities occur in the U.S. (see, Crenshaw et al., [<reflink idref="bib14" id="ref13">14</reflink>]; Delgado & Stefancic, [<reflink idref="bib15" id="ref14">15</reflink>]), is misinterpreted to facilitate revisionist histories and as vilifying of White people (Butcher & Gonzalez, [<reflink idref="bib8" id="ref15">8</reflink>]).</p> <p>In addition to being sites of political conflict and social reproduction, schools also serve other functions including facilitating students' emotional, cognitive, and social development (Eccles & Roeser, [<reflink idref="bib19" id="ref16">19</reflink>]). These efforts are mediated by the dispositions and actions of socializing agents including teachers, school administrators, and staff (Carey, [<reflink idref="bib12" id="ref17">12</reflink>]; Howard, [<reflink idref="bib25" id="ref18">25</reflink>]), curricular and pedagogical choices (Ladson-Billings, [<reflink idref="bib32" id="ref19">32</reflink>]) and emphasis (as determined by both state and local actors), and policies and programs that contribute to the school's environment (i.e., climate and culture; Voight & Nation, [<reflink idref="bib49" id="ref20">49</reflink>]). For students from non-majority backgrounds including race, ethnicity, social class, gender, immigration status, language, disability, sexual identity, other social identities and cultural backgrounds, schools can also be sites where their identities, cultures and lived experiences are affirmed and/or marginalized (C. M. Byrd & Legette, [<reflink idref="bib11" id="ref21">11</reflink>]; Saleem & Byrd, [<reflink idref="bib43" id="ref22">43</reflink>]; Saleem et al., [<reflink idref="bib42" id="ref23">42</reflink>]). Arguably, a single axis and majority race (i.e., White) focused curricular and schooling context contributes to the subjugation of minoritized students and at the societal level, social reproduction. Psychologists and education scholars have demonstrated, for example, the effects of racism and its correlates on students' emotional wellbeing, identity and academic performance and motivation (e.g., C. M. Byrd & Chavous, [<reflink idref="bib9" id="ref24">9</reflink>]), as well as the role of schools in mitigating, if not eliminating negative outcomes (Byrd, [<reflink idref="bib10" id="ref25">10</reflink>]; Saleem et al., [<reflink idref="bib42" id="ref26">42</reflink>]).</p> <p>To combat the effect of such conditions, school personnel may engage in efforts to facilitate the development of students along multiple domains and axes of identity. Notably, within the context of the U.S., research calls for an educational ecology or schooling context that allows students to learn about their ethnic-racial background, for example, and messages about American values that are positively associated with their exploration of and commitment to their identities (Saleem et al., [<reflink idref="bib42" id="ref27">42</reflink>]). Such efforts may be achieved through engagement with literature; namely, books that explore various aspects of identity, social issues and social systems. However, with increased censoring of curriculum (via book banning and other policies), minoritized students may continue to be subject to literary canons that privilege a White, unidimensional perspective on the topics covered.</p> <hd id="AN0159786891-3">Locating the issue and site of possibility</hd> <p>In the language arts classroom, the represented neutrality and universality of canonical literature and curricular content obscures the way that history and power have canonized dominant voices and modes of writing and written work while trivializing or omitting others (hooks, [<reflink idref="bib24" id="ref28">24</reflink>]; Morrison, [<reflink idref="bib38" id="ref29">38</reflink>]; Smitherman, [<reflink idref="bib45" id="ref30">45</reflink>]; Trouillot, [<reflink idref="bib47" id="ref31">47</reflink>]). Uncritical language arts pedagogy and curriculum have long been criticized for their role in obscuring the value of non-dominant linguistic and literary being (Baker-Bell, [<reflink idref="bib2" id="ref32">2</reflink>]; McCarty & Lee, [<reflink idref="bib37" id="ref33">37</reflink>]; Smitherman, [<reflink idref="bib45" id="ref34">45</reflink>]). Such canonization and devaluing occur in various ways. For example, teachers, school leaders, extracurricular programs, standardized tests, and the curriculum systemically police and silence language that exists outside of the norms of White mainstream language and literature. Further, problematic desegregation policies left the United States with a majority White teaching force educating a majority-minority student population in a curriculum that centered Whiteness and the White Literary Canon. High-stakes testing, which became ubiquitous following the implementation of No Child Left Behind and persists today, also re-inscribed the idea that White mainstream language was the most legitimate and valuable (McCarty, [<reflink idref="bib36" id="ref35">36</reflink>]; Stovall, [<reflink idref="bib46" id="ref36">46</reflink>]). Such actions are also evident in well-funded, reform-oriented after-school and in-school intervention programs that emphasize the "deficit" of minoritized student language (McCarty, [<reflink idref="bib36" id="ref37">36</reflink>]).</p> <p>Scholars have similarly explored the economic and political agendas that often fuel such construction of what counts as literacy (Brandt, [<reflink idref="bib6" id="ref38">6</reflink>], [<reflink idref="bib7" id="ref39">7</reflink>]; Kinloch, [<reflink idref="bib30" id="ref40">30</reflink>]). The historically inconsistent and "rhetorically malleable" (Vee, [<reflink idref="bib48" id="ref41">48</reflink>]) construction of what counts as literacy and legitimate literature is rooted in a desire for social control aimed at economic and political efficiency (Brandt, [<reflink idref="bib6" id="ref42">6</reflink>], [<reflink idref="bib7" id="ref43">7</reflink>]). In these ways, language arts classrooms become sites of cultural and linguistic violence where nonwhite, non-Western ways of knowing, being, and languaging are delegitimized.</p> <p>As educators and education researchers recognized the problematic nature of curricula rooted in literature representing hegemonic, White mainstream language, culture, values, and ahistoric framings, theories of culturally relevant, sustaining, and revitalizing pedagogies emerged to combat this problem. Ladson-Billings ([<reflink idref="bib31" id="ref44">31</reflink>]) theorizing of culturally relevant pedagogy was her attempt to ask "what was right with these students and what happened in the classrooms of teachers who seemed to experience pedagogical success with them?" (Ladson-Billings, [<reflink idref="bib32" id="ref45">32</reflink>], p. 74). Culturally sustaining pedagogy was later theorized as a move beyond affirmation of culturally diverse linguistic, literate, and cultural pluralism toward a pedagogy that perpetuates and fosters it, one that positions student practitioners of these languages, literacies, and cultures as experts (Paris, [<reflink idref="bib39" id="ref46">39</reflink>]; Paris & Alim, [<reflink idref="bib40" id="ref47">40</reflink>]). McCarty and Lee ([<reflink idref="bib37" id="ref48">37</reflink>]) further extend these ideas through their theorization of culturally revitalizing pedagogy to grapple with the complex "sociohistorical and contemporary contexts" and "asymmetrical power relations" of schooling that have undermined and unsettled the linguistic, literate, and cultural practices and identities of students (p. 101). The term revitalizing points to a need to do more than simply acknowledge the value of diverse linguistic, literate, and cultural being in Language Arts educational spaces. It demands that we engage in pedagogical and curricular practices that unsettle legacies of colonialism and racism, and in doing so revitalize culturally diverse ways of knowing, doing, and being.</p> <p>This call to action has been taken up broadly and robustly. Scholars have investigated the need to address the disconnection between policy and culturally sustaining pedagogical practices (Boutte et al., [<reflink idref="bib5" id="ref49">5</reflink>]) and proposed solutions for combating internalized racism in teacher education and preparation, the education profession, and society writ large (Jackson et al., [<reflink idref="bib29" id="ref50">29</reflink>]). Still others have modeled and demonstrated the effectiveness of anti-racist pedagogies of linguistic and literary pluralism (Baker-Bell, [<reflink idref="bib2" id="ref51">2</reflink>]; Inoue, [<reflink idref="bib27" id="ref52">27</reflink>]; Smitherman, [<reflink idref="bib45" id="ref53">45</reflink>]) and social-emotional learning (DeMartino et al., [<reflink idref="bib16" id="ref54">16</reflink>]; Gardner et al., [<reflink idref="bib21" id="ref55">21</reflink>]). The breadth of such approaches to education is grounds for optimism.</p> <p>However, racist political movements like the one that started in South Lake, Texas (Hylton & Hixenbaugh, [<reflink idref="bib26" id="ref56">26</reflink>]), are intent on delegitimizing and criminalizing such culturally relevant, sustaining, and revitalizing pedagogical practices and curricular content. Specifically, state and local political actors and parents erroneously assert that CRT is being taught in elementary and secondary schools. This accusation is often made in response to diversity, equity, and inclusion movements including culturally relevant, sustaining, and revitalizing curricula and pedagogy. One consequence of these accusations is the renewed prominence of book banning in K-12 schools. School districts have experienced increased scrutiny of their curricula and pedagogical efforts from parents and elected officials alike.</p> <p>For example, the newly-elected governor of Virginia spotlighted in his campaign the banning of Toni Morrison's <emph>Beloved</emph> due to a White woman's objection to it being assigned as required reading (Manchester, [<reflink idref="bib34" id="ref57">34</reflink>]). Similarly, as of the beginning of 2022, local governments and school districts in 41 states have proposed or passed resolutions that name topics and content deemed inappropriate for the classroom (Map, [<reflink idref="bib35" id="ref58">35</reflink>]). This pushback makes it difficult for many educators to safely include culturally relevant literature in their classrooms. The result is a return to largely White and male voices of the traditional literary canon as the primary source of curricular content.</p> <p>In response to the issues described above and pressure to return to a focus on largely White male voices, we articulate a critical inquiry framework (CIF) for examining the assumed neutrality and universality in canonical texts such as the work of F. Scott Fitzgerald, Mark Twain, or J.D. Salinger. Specifically, we draw on Yosso's ([<reflink idref="bib50" id="ref59">50</reflink>]) community cultural wealth model as a foundation for understanding and troubling the problematic roots of this political conflict. Yosso explicitly conceptualized community cultural wealth as a CRT challenge to Bourdieu's ([<reflink idref="bib4" id="ref60">4</reflink>]) traditional conceptualization of the legitimated capital value of upper and middle class' knowledge and performance and representation of knowledge through her explication of 6 forms of capital that often go unrecognized. She forwards these forms of community cultural wealth to trouble deficit views of minoritized cultures. Namely, she demonstrates how systems and structures, including schooling, re-entrench the perceived value of White mainstream cultural knowledge while distorting and delegitimizing the value of minoritized students' aspirational, linguistic, familial, social, navigational, and resistant capital. In these ways, dominant groups within society maintain and perpetuate their dominance. Within the context of the issues at center in this article, the political movement to delegitimize and criminalize culturally responsive, sustaining, and revitalizing pedagogical practices through falsely labeling them CRT is an attempt to slow the movement toward schooling that values and nurtures cultural, linguistic, and literate pluralism.</p> <hd id="AN0159786891-4">Critical inquiry framework: Learning how to read</hd> <p>Educational professionals, spaces, and paradigms play a central role in assembling constructs of cultural, intellectual, literary, and moral value and legitimacy. In this way, the teacher and the texts that make up the teaching canon are both independently and collectively affective, agentic, and deeply implicated in processes and possibilities of human becoming. Their often-assumed neutrality and universality obscure the way that history and power, particularly empire and coloniality (Trouillot, [<reflink idref="bib47" id="ref61">47</reflink>]), have positioned canonized voices and modes while trivializing and tokenizing others.</p> <p>The themes, languages, cultures, and values represented in a text are themselves powerful. They can present constructs of what is and possibilities of what can be. Independent texts, however, do not exist in a vacuum. Anzaldúa ([<reflink idref="bib1" id="ref62">1</reflink>]) speaks on this concept when she conceptualizes stories as "acts encapsulated in time, 'enacted' every time they are spoken aloud or read silently" (p. 89), hinting at the power of context to shape meaning. A text's meaning can be shaped by the lens through and purpose for which it is read. This speaks to the power and ubiquity of the teacher as positioner and to the malleability of a text's affect.</p> <p>When presented uncritically, a text, its mode, and its values are represented as something exceptional. They are more deeply entrenched in the social and literary canons; common, overrepresented texts—and their (re)presentations of the past, present, and future—gain association with reality, accruing social and cultural value. The coalescence of individually affective texts with the neutrality and value ascribed through inclusion in curricula begs questions of whose linguistic, literary, and cultural norms are entrenched in our individual and collective psyches. This demands reorienting <emph>how</emph> one reads or is taught to read rather than simply grappling with <emph>what</emph> is taught, particularly in contexts where teachers have little control over curriculum (Grinage, [<reflink idref="bib22" id="ref63">22</reflink>], [<reflink idref="bib23" id="ref64">23</reflink>]). Thus, our framework demonstrates an approach to changing <emph>how</emph> students read or engage with White mainstream canonical texts.</p> <p>Derived from reflections on Yosso's conceptualization of community cultural wealth ([<reflink idref="bib50" id="ref65">50</reflink>]), our CIF, seeks to honor the embodied cultural and community capital of students while acknowledging how the politics and norms of literary publishing and curriculum development have, historically, failed to do so. Toward this, the lines of inquiry we propose center the "total extent of an individual's accumulated assets and resources" (Yosso, [<reflink idref="bib50" id="ref66">50</reflink>], p. 78). They examine, across 3 dimensions—the contexts of literary production, the text, and the self/world— the ways that individuals' aspirations are aided or impeded by social and institutional structures. They also facilitate exploration of the ways in which individuals use social and familial relations, languaging, and other forms of community cultural wealth to navigate and resist such structures. Organized as 2 interdependent components, the CIF is rooted in student examination of the economic and political contexts of literary production and constructs of linguistic and cultural legibility, critical engagement with the represented values of literature, and research and critical engagement in the unrepresented and misrepresented values, languages, and cultures of the literary artifact. Collectively, these components contribute to a framework to engage traditionally canonical texts in culturally sustaining and revitalizing ways by troubling the assumed neutrality of such literature.</p> <p>Alongside the presentation of our CIF, we model its application to F. Scott Fitzgerald's short story "Winter Dreams" ([<reflink idref="bib20" id="ref67">20</reflink>]). We selected the short story because it does not explicitly address issues of race but provides opportunities for revitalizing critical inquiry into cultural representation and social structures through a text that is not likely to be banned because of its perceived neutrality. "Winter Dreams" is widely considered a thematic prequel to Fitzgerald's best-known work <emph>The Great Gatsby</emph>. It follows Dexter Green, a middle-class adolescent boy, from his teenage years through adulthood as he becomes disillusioned with the mythology of the American dream. The story functions as a criticism of the structures and systems of class privilege and the social forces that produce and reproduce them (Randell, [<reflink idref="bib41" id="ref68">41</reflink>]). The story's treatment of his racially ambiguous, unnamed mother and his upper-class love interest, Judy, also provide opportunities to trouble the traditional literary canon's representation of women and nonwhite characters.</p> <hd id="AN0159786891-5">Critically engaging with the contexts of literary production</hd> <p>The first component of our framework concerns the economic, social, and political contexts of literary production. In other words, to fully understand and trouble the literary canon, dominated by White male voices, we must engage students in examining whose voices are/have been privileged, amplified, and legitimated in the literary and teaching canons; similarly, students must consider who is/has been silenced, obscured, and marginalized.</p> <p>Traditionally, before engaging a new text, teachers share or otherwise engage students in understanding the text's context: facts about the author/ the author's life and simple, often-essentialized summaries of important historical events or social trends of the time. Here, we propose, students should also be engaged in thinking around the social, economic, and political contexts that lead to the text's publication and circulation (see Table 1). Beyond simply identifying who is allowed to have a voice, we must also engage students in exploring the role such silencing or amplification plays in perpetuating literary, linguistic, and social values.</p> <p>Table 1. Critical inquiry framework (first component) and the application to text.</p> <p> <ephtml> <table><thead><tr><td>Critical Inquiry Framework</td><td>Application to "Winter Dreams"</td></tr></thead><tbody><tr><td>(1) What languages/forms of languaging were privileged by the publishing industry when the text was published? <list list-type="Bullet"><list-item><p>How might that affect what shows up (e.g., topically, ideologically) in our reading?</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>What do we know about how society in general and publishing specifically treated individuals of different, identities or backgrounds in the 1920s?</p></list-item><list-item><p>How might the norms of the 1920s affect the types of language that are present, represented, or omitted in "Winter Dreams"?</p></list-item></list><list list-type="Bullet"><list-item><p>How might the norms of the 1920s affect how characters of differing identities (e.g., race, class, genders, etc.) are present, represented, or omitted?</p></list-item><list-item><p>How might Fitzgerald's representations of characters inform or shape our ideas about what is "normal" or "right"</p></list-item></list></td></tr><tr><td>(2) What do we know about the author's identity and history (e.g., biography)? <list list-type="Bullet"><list-item><p>What does this tell us about the type and amount of labor this author might have to engage in to access the opportunity to publish?</p><list list-type="Bullet"><list-item><p>How might this change if a dimension of the author's identity (race, class, gender, etc.) were different?</p></list-item></list></list-item><list-item><p>How might this affect what is presented, represented, or omitted in our reading?</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Who was F. Scott Fitzgerald? (gender, race, economic and social class, education, lifestyle, etc).</p></list-item></list><list list-type="Bullet"><list-item><p>What issues (if any) was Fitzgerald outspoken about or known for?</p></list-item><list-item><p>If certain dimensions of Fitzgerald's identity were different (e.g., race, gender, economic or social class), what might be easier for him? More challenging?</p></list-item></list><list list-type="Bullet"><list-item><p>How might Fitzgerald's identity affect what is presented, represented, or omitted in "Winter Dreams"?</p></list-item></list></td></tr><tr><td><list list-type="Bullet"><list-item><p>(3) What role (if any) did social and familial relations play in access to publishing during this time?</p></list-item></list><list list-type="Bullet"><list-item><p>How does this affect who/what is presented, represented, or omitted in our reading?</p></list-item></list></td><td>What social circles did he spend time in? What do we know about Fitzgerald's family? (Social and Familial Capital) <list list-type="Bullet"><list-item><p>How might these things affect how accessible publishing was for Fitzgerald?</p></list-item><list-item><p>What are some barriers that other authors without Fitzgerald's social and familial capital have experienced when trying to publish?</p></list-item></list></td></tr></tbody></table> </ephtml> </p> <hd id="AN0159786891-6">Value representation/socialization in literature</hd> <p>After considering the contexts of publication and circulation, the second component reflects the importance of engaging students in reading the text with this information in mind. Again, we want to emphasize a focus on the <emph>how</emph> of reading the text. Reading a text with an understanding of the ways that social, economic, and political structures privilege certain voices—namely those of the "right" race, class, and gender—begs questions of what social, political, and economic values are espoused and perpetuated through the text, and which are obscured (See Table 2). It also demands that readers consider how the economic, political, and social contexts of publishing influence or over-determine how those values are represented. Table 2 is broken into sections that correspond with common best practices in the study of literature and language arts. Section 1 provides lines of inquiry concerning theme and key narrative moments, section 2 suggests how we might apply this framework to the traditional study of character development, and finally, section 3 makes recommendations for how to engage this framework in moments when we typically ask students to reflect on the relationships between the text, themselves, and the world.</p> <p>Table 2. Critical inquiry framework (second component) and the application to text.</p> <p> <ephtml> <table><thead><tr><td>Critical Inquiry Framework</td><td>Application to Winter Dreams</td></tr></thead><tbody><tr><td><list list-type="Bullet"><list-item><p>What are the key moments of the story? What themes do you see developing in the story?</p></list-item></list><list list-type="Bullet"><list-item><p>What social or institutional structures are present in these moments? Are they aiding or impeding the protagonist?</p></list-item><list-item><p>How do the characters reinforce, interrupt, or otherwise interact with these structures?</p></list-item><list-item><p>What values are enforced in these moments? By which characters? How does this affect other characters?</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Which social and class structures aid Dexter's success or growth?</p></list-item></list><list list-type="Bullet"><list-item><p>Which social and class structures impede his growth or success?</p></list-item><list-item><p>What structures aid or impede other characters (like Judy)? How do they aid or impede these characters?</p></list-item><list-item><p>What are some key moments in Dexter's story?</p></list-item><list-item><p>What message(s)/lesson(s) do these moments present?</p></list-item><list-item><p>Whose values are honored in these messages and lessons? Whose values are left out or minimized? Why?</p></list-item></list></td></tr><tr><td><list list-type="Bullet"><list-item><p>(2) Character Development:</p></list-item></list><list list-type="Bullet"><list-item><p>How do the characters navigate their world?</p></list-item><list-item><p>What literacies, or forms of cultural wealth are displayed?</p></list-item><list-item><p>How are these literacies or forms of cultural wealth represented?</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>How does Dexter react to the opinions and thoughts of others? Why?</p></list-item><list-item><p>In what moments does Dexter grow or change?</p><list list-type="Bullet"><list-item><p>What factors or experiences influence these changes and in what ways?</p></list-item><list-item><p>How do they contribute to creating a theme or main idea in the stories being told?</p></list-item></list></list-item><list-item><p>Who is allowed to break social norms? Why? When?</p><list list-type="Bullet"><list-item><p>How do these moments contribute to creating a theme or main idea in the story being told?</p></list-item></list></list-item><list-item><p>How does Dexter navigate the different social and economic worlds he inhabits in the text? What skills or knowledge does he use?</p><list list-type="Bullet"><list-item><p>Where does he get these skills and knowledge from?</p></list-item><list-item><p>What does Fitzgerald's representation of these skills and knowledge communicate to readers?</p></list-item></list></list-item></list></td></tr><tr><td>(3) Self and World: <list list-type="Bullet"><list-item><p>What message does the arc of character development send to readers? How does it reinforce, interrupt, or otherwise interact with structures of oppression?</p></list-item><list-item><p>How do key moments and themes from the text reinforce, interrupt, or otherwise interact with structures of oppression?</p></list-item><list-item><p>How does your identity shape your reading of the text? How might you read it differently if your identity were different?</p></list-item><list-item><p>What might your reading of the text (association with or resistance to) characters, themes, values, etc. reveal about yourself?</p></list-item><list-item><p>How do the elements of this text independently or collectively disrupt, reinforce, or otherwise shape social discourses?</p></list-item><list-item><p>How might the existence and reading of this text change the way you and others think about _______________?</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>What did you, personally, take away from Dexter's growth, change, success, and failures? What did they communicate to you about the world as it exists today?</p></list-item><list-item><p>Consider the key moments and themes of "Winter Dreams" that you identified. How do they comment on, interrupt, or reinforce real world social or economic structures?</p></list-item><list-item><p>How do your personal background and experiences impact the way you interpreted the story, character development, and themes?</p></list-item><list-item><p>How has reading this story impacted you? How have you been affected by the story?</p><list list-type="Bullet"><list-item><p>What do you better understand about yourself?</p></list-item><list-item><p>What new insights do you have about yourself?</p></list-item></list></list-item><list-item><p>How might "Winter Dreams" change the way you or others think about Gender equality? Economic and social structures? Race and racism?</p></list-item></list></td></tr></tbody></table> </ephtml> </p> <hd id="AN0159786891-7">Considerations: Pedagogical and otherwise</hd> <p>While our proposed CIF focused on <emph>how</emph> readers might engage White, mainstream literature in a culturally sustaining and revitalizing way, we recognize that <emph>what</emph> is read is equally important (Bomer, [<reflink idref="bib3" id="ref69">3</reflink>]). Classrooms and curricula that lacks or tokenizes diverse voices can only do so much to unsettle the systems and structures of White mainstream cultural dominance. Similarly, we recognize that the issues we address in proposing <emph>how</emph> one might engage students in interrogating White canonical literature can also be addressed using diverse, and explicitly anti-racist literature. Of course, <emph>what</emph> can be taught depends upon the respective contexts in which student learning and development occurs; contexts that are often mediated by local and state-level politics, as well as local actors (e.g., parents and members of the community). Thus, our framework also functions as a site of possibility or tool for those who can't teach diverse and anti-racist literature because of local legal and political constraints, but it can also be used to engage with a broad range of texts that fall outside of the canon.</p> <p>Our framework may be of use to educators practicing in educational contexts that allow for the teaching of diverse literature and who are already teaching anti-racist literature and/or the representation of minoritized characters in literature. Such educators may find the framework complementary to their existing pedagogical strategies and efforts to provide culturally relevant, sustaining and revitalizing learning.</p> <hd id="AN0159786891-8">Conclusion</hd> <p>Human egos are fragile, and unsettling literary and pedagogical paradigms is likely to touch the nerves of white fragility (Love, [<reflink idref="bib33" id="ref70">33</reflink>]). Powerful institutions, both public and private, and individuals—including some teachers and school leaders—whose power and privilege derive from these institutions will likely not support initiatives that directly teach students to question and disrupt their power and control. Nonetheless, it is critical to consider alternative and complementary methods of inquiry that facilitate the development of positive identity and understanding of self and others, personal and collective agency, and the critical and analytic thinking skills required in the production and consumption of knowledge, ideas and arguments. The articulated CIF can serve in such a capacity, in its effort to subvert or disrupt the regression to literary homogeneity that privileges a singular voice.</p> <hd id="AN0159786891-9">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <hd id="AN0159786891-10">Additional Resources</hd> <hd1 id="AN0159786891-11">1. Borsheim-Black, C., & Sarigianides, S. T. (2019). Letting go of literary whiteness: Antiracist literature instruction for White students. Teachers College Press.</hd1> <p>This book offers recommendations and examples of anti-racist literature instruction in White-dominant schools. It addresses the challenge of this type of instruction across dimensions of racial literacy, selection of diverse curricular texts, highlighting voices of color, and designing assessments for these practices.</p> <hd1 id="AN0159786891-12">2. Thomas, E. E. (2019). The Dark Fantastic. New York University Press.</hd1> <p>Thomas' book addresses the barriers to publishing for YA authors and TV and film professionals of color. It explores the way that barriers to publishing intersect with representation of characters of color in popular youth and young adult speculative fiction before forwarding the possibilities of counter-storytelling to combat harmful representation.</p> <hd1 id="AN0159786891-13">3. Price-Dennis, D., & Sealey-Ruiz, Y. (2021). Advancing racial literacies in teacher education: Activism for equity in digital spaces. Teachers College Press.</hd1> <p>This book provides examples of how to foster and assess racial literacies in teacher education and K-12 classrooms. 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  Group: Ti
  Data: Confronting Book Banning and Assumed Curricular Neutrality: A Critical Inquiry Framework
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Burmester%2C+Samuel%22">Burmester, Samuel</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2685-5213">0000-0002-2685-5213</externalLink>)<br /><searchLink fieldCode="AR" term="%22Howard%2C+Lionel+C%2E%22">Howard, Lionel C.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1745-5725">0000-0003-1745-5725</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Theory+Into+Practice%22"><i>Theory Into Practice</i></searchLink>. 2022 61(4):373-383.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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– Name: Pages
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  Data: 11
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Materials%22">Reading Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Political+Issues%22">Political Issues</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Arts%22">Language Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Economic+Factors%22">Economic Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Literature%22">Literature</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Race+Theory%22">Critical Race Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Censorship%22">Censorship</searchLink>
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  Data: 10.1080/00405841.2022.2107343
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  Data: 0040-5841<br />1543-0421
– Name: Abstract
  Label: Abstract
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  Data: Recently, false accusations of Critical Race Theory (CRT) being taught in elementary and secondary schools have emerged in response to culturally relevant, sustaining, and revitalizing curricula; this pushback makes it difficult for many educators to safely employ culturally relevant literature in their classrooms. This article confronts the increasing censoring of curriculum (via book banning and other policies) that privileges White, unidimensional perspectives on language, culture, and curricular topics. Specifically, we suggest a critical inquiry framework (CIF) to guide "how" students read such text and that draws on the tenets of Yosso's Cultural Wealth model. Our CIF is rooted in (1) student examination of the economic and political contexts of literary production and constructs of linguistic and cultural legibility, (2) critical engagement with the represented values of literature, and (3) research and critical engagement in the unrepresented and misrepresented values, languages, and cultures of the literary artifact. Collectively, these components contribute to a framework of how to engage traditionally canonical texts in ways that are culturally sustaining and revitalizing by troubling the assumed neutrality of such literature. The article demonstrates the utility of the CIF in its application to sample text; F. Scott's Fitzgerald's essay "Winter Dreams." We offer consideration for pedagogy and other mediating issues.
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  Data: 2023
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    Identifiers:
      – Type: doi
        Value: 10.1080/00405841.2022.2107343
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 373
    Subjects:
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Reading Materials
        Type: general
      – SubjectFull: Context Effect
        Type: general
      – SubjectFull: Racism
        Type: general
      – SubjectFull: Political Issues
        Type: general
      – SubjectFull: Language Arts
        Type: general
      – SubjectFull: Economic Factors
        Type: general
      – SubjectFull: Literature
        Type: general
      – SubjectFull: Critical Race Theory
        Type: general
      – SubjectFull: Inquiry
        Type: general
      – SubjectFull: Censorship
        Type: general
    Titles:
      – TitleFull: Confronting Book Banning and Assumed Curricular Neutrality: A Critical Inquiry Framework
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Burmester, Samuel
      – PersonEntity:
          Name:
            NameFull: Howard, Lionel C.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 0040-5841
            – Type: issn-electronic
              Value: 1543-0421
          Numbering:
            – Type: volume
              Value: 61
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Theory Into Practice
              Type: main
ResultId 1