We received responses from a dozen or so people, most of whom indicated that they had indeed self-censored materials in their classroom at one time or another. I teach seventh grade and think oftentimes we expose students to controversial topics that are not developmentally appropriate. Usually I consider the need for the materials and the interest that it might have for our children in our school. I love the book, but felt the themes were too mature for my students and would have had difficulty defending it if a parent had challenged. These latter two examples illustrate the fine line between what might be considered self-censorship and what are simply teaching decisions based on professional judgment about what is appropriate for students.
Teachers can use only a certain number of materials during the course of the school year.
Even people who rail against censorship want to include certain messages and exclude others, as well they should. A Guide for Teachers and School Library Media Specialists, offers interesting insights and solid information about the past, the present, and the possible future of school censorship challenges. Authors John Simmons and Eliza Dresang have decades of experience studying censorship, and they bring historical perspectives to bear as they try to predict what censorship in the 21st century will bring. The book's 10 chapters cover a wide range of topics, including the origins of school censorship in the United States, prime targets, an in-depth look at censorship litigation, emerging concerns, and Internet issues. The authors also provide valuable information about preparing for possible censorship challenges and reasonable responses when challenges arise.