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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.
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]
Copyright of Art Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Book Bans in Critical Times: Promoting Students as Democratic Citizens Through Culturally Relevant Pedagogy.
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  Data: <searchLink fieldCode="JN" term="%22Art+Education%22">Art Education</searchLink>. Jan2026, Vol. 79 Issue 1, p33-39. 7p.
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  Data: <searchLink fieldCode="DE" term="%22CULTURALLY+relevant+education%22">CULTURALLY relevant education</searchLink><br /><searchLink fieldCode="DE" term="%22CENSORSHIP%22">CENSORSHIP</searchLink><br /><searchLink fieldCode="DE" term="%22STUDENT+engagement%22">STUDENT engagement</searchLink><br /><searchLink fieldCode="DE" term="%22AFFIRMATIVE+action+programs%22">AFFIRMATIVE action programs</searchLink><br /><searchLink fieldCode="DE" term="%22POLITICAL+participation%22">POLITICAL participation</searchLink><br /><searchLink fieldCode="DE" term="%22ART+education%22">ART education</searchLink><br /><searchLink fieldCode="DE" term="%22BANNED+books%22">BANNED books</searchLink><br /><searchLink fieldCode="DE" term="%22UNITED+States%2E+Constitution%2E+1st+Amendment%22">UNITED States. Constitution. 1st Amendment</searchLink>
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  Data: 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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  Data: <i>Copyright of Art Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1080/00043125.2025.2609050
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      – Code: eng
        Text: English
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        PageCount: 7
        StartPage: 33
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      – SubjectFull: CULTURALLY relevant education
        Type: general
      – SubjectFull: CENSORSHIP
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      – SubjectFull: STUDENT engagement
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      – SubjectFull: AFFIRMATIVE action programs
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      – SubjectFull: POLITICAL participation
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      – SubjectFull: ART education
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      – SubjectFull: BANNED books
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      – SubjectFull: UNITED States. Constitution. 1st Amendment
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      – SubjectFull: UNITED States
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      – TitleFull: Book Bans in Critical Times: Promoting Students as Democratic Citizens Through Culturally Relevant Pedagogy.
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            NameFull: Winthrop, B. L.
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            NameFull: Marshall, H. J.
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              Text: Jan2026
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              Y: 2026
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