Book Bans in Critical Times: Promoting Students as Democratic Citizens Through Culturally Relevant Pedagogy.
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| Title: | Book Bans in Critical Times: Promoting Students as Democratic Citizens Through Culturally Relevant Pedagogy. |
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| Authors: | Winthrop, B. L. (AUTHOR), Marshall, H. J. (AUTHOR), Kwon, Hyunji (AUTHOR) |
| Source: | Art Education. Jan2026, Vol. 79 Issue 1, p33-39. 7p. |
| Subjects: | CULTURALLY relevant education, CENSORSHIP, STUDENT engagement, AFFIRMATIVE action programs, POLITICAL participation, ART education, BANNED books, UNITED States. Constitution. 1st Amendment |
| Geographic Terms: | UNITED States |
| Abstract: | This article examines the implementation of culturally relevant pedagogy (CRP) in art education as a response to book bans and censorship, focusing on their impact on democratic citizenship in K–16 settings. Conducted by a middle school art educator, a librarian, and an art education professor in the southeastern United States, the study used action research to engage students in critiquing power structures, challenging censorship, and creating counternarratives through art projects aligned with students’ cultural backgrounds and current political issues. The projects incorporated activities such as redacted poems and self-portraits to explore First Amendment freedoms and the effects of censorship on minoritized groups, fostering students’ understanding of their rights and civic engagement. The authors highlight the importance of using the First Amendment as a teaching tool, aligning projects with educational standards, and establishing respectful classroom protocols to support democratic and justice-oriented citizenship amid increasing anti-diversity legislation and book bans. [Extracted from the article] |
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| Database: | Teacher Reference Center |
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| Abstract: | This article examines the implementation of culturally relevant pedagogy (CRP) in art education as a response to book bans and censorship, focusing on their impact on democratic citizenship in K–16 settings. Conducted by a middle school art educator, a librarian, and an art education professor in the southeastern United States, the study used action research to engage students in critiquing power structures, challenging censorship, and creating counternarratives through art projects aligned with students’ cultural backgrounds and current political issues. The projects incorporated activities such as redacted poems and self-portraits to explore First Amendment freedoms and the effects of censorship on minoritized groups, fostering students’ understanding of their rights and civic engagement. The authors highlight the importance of using the First Amendment as a teaching tool, aligning projects with educational standards, and establishing respectful classroom protocols to support democratic and justice-oriented citizenship amid increasing anti-diversity legislation and book bans. [Extracted from the article] |
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| ISSN: | 00043125 |
| DOI: | 10.1080/00043125.2025.2609050 |
