“We Can't Use That Book!”: Navigating Preservice Teacher's Text Selection Under the Specter of Censorship Discourses

Abstract

Censorship and book banning have become contentious but increasingly prevalent issues in the United States. In this study, we examine the tensions preservice literacy teachers encounter when transitioning from a critically oriented teacher preparation program into the complex and frequently politicized environment of public schools. We employed Bakhtinian text mapping to better understand how multiple, and sometimes contradictory, discourses around censorship, book bans, and text selection in schools influenced their instructional decision making. The data illustrate that participants were aware of censorship and book bans at the macrolevel, and this awareness functioned as an influential force in their text selections. Further, the findings highlight participants’ vulnerable status in the overall power structure of schools, influential institutional and social pressures, and lived experiences that are complex and fraught with conflicting messages. Implications point to the need for teacher educators to equip preservice literacy teachers with the skills and strategies needed to navigate this challenging landscape while effectively supporting their students in authentic and meaningful ways.