Right to Read: Fear of the Other: Exploring the Ties between Gender, Sexuality, and Self-Censorship in the Classroom

Abstract

Exploring the Ties between Gender, Sexuality, and Self-Censorship in the Classroom think critically about a queer novel's political stance on sexuality if they refuse to read it? Even more so, could I get into trouble for assigning such a novel to my students in the first place?These concerns are addressed in this edition of "Right to Read," where I have asked my friend and colleague Robert Bittner to share his perspectives and research on the complicated enmeshment of identity, censorship, and young adult literature. In particular, Robert and I discussed the possibility of focusing this column on the responsibilities that educators and librarians have in proliferating narratives that will assist young readers to challenge normativity in contemporary society. Robert is an expert on LGBTQ young adult literature who has taught courses at the university level, served on various literary awards committees (including the 2016 Michael L. Printz Award), and worked closely with the American Library Association, thus enabling him to share a unique perspective on identity and censorship in young adult texts. In the following column, he shares a compelling discussion that asks readers to think carefully about the ethical and cultural issues that arise during acts of self-censorship in our professional practices. Robert not only paints a portrait of the broad issues of gender and sexual identity that lead librarians, teachers, and scholars to engage in acts of self-censorship, he also makes a persuasive imploration for us to let young readers know that texts with emancipatory and groundbreaking representations of sexual and gender identity do exist.This article is also available in an online format that allows direct access to all links included. We encourage you to access it on the ALAN website at http://www. alan-ya.org/publications/the-alan-review/the-alanreview-columns/.

Instructors reflect on how their preservice preparation and ongoing professional development prepared them to address oppressive dynamics in adult ESOL programs in the United States

“…Regarding oppressive dynamics and potential discrimination, one participant realized that, despite creating a student-centered and supportive classroom, a student has never shared concerns about their sexual orientation or requested that this content be addressed in her adult ESOL classes. Similar to Bittner and Matos (2016), other participants mentioned “self-censorship” out of fear of “getting in trouble,” especially around broaching issues related to gender identity, sexuality, and politics. Along those lines, another grappled with sexism and gender bias in her classes: “You think assumptions about what men and women will find relevant have disappeared, but they are there, in both the teacher and the student.” One participant asserted that trauma-informed and responsive pedagogy is more commonly addressed now because of the COVID-19 pandemic and the accompanying trauma evidenced globally, including among students and staff in adult education programs (Housel, 2021c), but trauma has always been a concern when working with asylees and refugees whose immigration experiences, including what precipitated their emigration, have been traumatizing.…”

“…Regarding oppressive dynamics and potential discrimination, one participant realized that, despite creating a student-centered and supportive classroom, a student has never shared concerns about their sexual orientation or requested that this content be addressed in her adult ESOL classes. Similar to Bittner and Matos (2016), other participants mentioned "self-censorship" out of fear of "getting in trouble," especially around broaching issues related to gender identity, sexuality, and politics. Along those lines, another grappled with sexism and gender bias in her classes: "You think assumptions about what men and women will find relevant have disappeared, but they are there, in both the teacher and the student."…”