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In 2017 the American Association of School Librarians (AASL) released the "National School Library Standards." The revised standards were streamlined to reflect the attributes that dynamic school librarians, learners, and school libraries should possess. The standards provide school librarians with a framework for creating school libraries that support student growth (Hancock et al. 2019). They also articulate Common Beliefs that represent the core values of librarianship. Among them, still, is the belief that intellectual freedom is the right of every learner. This article begins by defining intellectual freedom as it applies to students. It goes on to discuss challenges, such as internal and external censorship, associated with supporting intellectual freedom; the importance of school librarians educating their respective communities on the role of libraries in supporting information freedom; and how school librarians can work to change the narrative of marginalized groups by advocating for intellectual freedom.

Libraries still stand as a source of knowledge that can guide us to make informed decisions through the use of credible sources. A balanced collection that provides access to all points of view empowers a community to use information responsibly and make decisions independently. Intellectual freedom and equity of access are still important issues today, especially when confronting uncertain times with the COVID-19 virus and distance education. Through education and the information found in libraries, democracy allows citizens to experience free speech through dialogue not diatribe and to support our opinions with a respect for the diversity of our fellow citizens and a desire to realize equity and justice. From physical access to material selection to policies dealing with challenges to privacy of patron information, the article argues that school librarians must demonstrate intellectual freedom to maintain a free and open forum for ideas. They should be protectors of intellectual freedom for minors just as public libraries protect the rights of all citizens regardless of age.

School libraries are no longer solely repositories for the information that has traditionally been published in books. School library professionals are providing education and access to information in many different formats and technologies. The role of the school librarian is much more than just literacy; it is about visibility, culture, and access to the world. When providing services and resources to all, school librarians and educators often encounter obstacles that target learners who need them the most. These obstacles can include censorship and inequitable access. This article discusses challenges to managing censorship. In providing services and resources to all, library workers and educators have often encountered obstacles that target the students that need them the most. Censorship and inequitable access to programs, online resources, and displays not only harm students but also society.

Known as the master of horror with more than sixty novels, Stephen King's works have been translated into Turkish since 1970's and published mainly by "Altin Kitaplar" Publishing House. His works, frequently being among the best-sellers, have been retranslated into Turkish and reprinted countlessly with updated covers and labels such as "uncensored complete book" or "complete book" in the last years. Such instances mostly cause Turkish readers to question various publishing practices of the publisher from diverse perspectives and discuss particularly the concepts of "retranslation", "reprint", "revision", "censorship" and "cutting". This study aims to examine readers' reception and perceptions of above-referred concepts made itself evident lately regarding Turkish translations of King's works. In this sense, it benefits from online data such as readers' blogs and discussion forums in which they share a plethora of comments and make detailed discussions by tracing the links among King's translations. The study concludes that readers largely face with a confusion as a result of diverse publishing practices of the publisher such as "reducing" the books, publishing "un/complete" translations or labelling translations divergently. Moreover, it reveals that the decisions taken in the publishing processes are usually market-driven. The notion of market convenience provides an explanation for the translation or labeling practices such re/translation, re/print, censorship and cutting in readers' views and that being the case, readers try to urge publishers to take decisions particularly on the grounds of not reducing or censoring texts and high quality in translation practices.

Introduction: A number of recent surveys have shown that college campuses are becoming intolerant of different viewpoints. Part of the mission of any college should be to create a space where different viewpoints can be debated in a healthy, intellectual way. To gauge the campus climate at their own University, the authors deployed a survey to business students asking how comfortable they were sharing and responding to different viewpoints. Methods: Business students were surveyed for their attitudes towards diverse viewpoints. The survey instrument has been used at other colleges to survey students for several years. Results: A portion of students are censoring their views on controversial topics. There is often a reluctance to present honest viewpoints in the classroom. Discussion: Faculty needs to be mindful of the classroom environment they create. Colleges should be a major place where different viewpoints are discussed and debated. Limitations: Only business students were surveyed. There may be different outcomes for students in other majors. Conclusions: These results suggest that many students are self-censoring their views in class. Faculty should be aware of this and create an environment where different viewpoints are welcome.

In Georgia, the question of academic freedom emerged only after the country gained independence from the Soviet Union in 1991 and its universities could begin reckoning with a heavy past of ideological pressure, censorship, governmental control and top-down management. Despite official declarations of the right to academic freedom and its recognition within Georgia's legal framework, actual practice in the country's higher education system tells a different story. The paper draws on qualitative data obtained from sixteen academics representing diverse institutions and disciplines, as well as the secondary data including educational legislation, government regulations, ministers' decrees, various reports from non-governmental organisations, think tanks and media archives. The findings of this paper reflect how academic freedom is understood in Georgia and two major threats to its exercise in universities, namely, interference from external politics and internal managerialism. We argue that academic freedom as a concept does not yet have its own place in Georgia's higher education system, protected de jure but with different de facto realities. The paper sheds light on how Soviet legacies of self-censorship, hidden mechanisms of control and a culture of conformity continue to create tensions inside universities and an environment in which academic freedom cannot flourish.

Providing spaces for children's culture becomes an issue when it conflicts with or threatens to reverse the notion of 'legitimate' culture. Here, legitimate culture refers to the dominant values of the official curriculum and teachers' cultural values. This article, which stems from an ethnographically oriented pilot study, explores the experience of children's and adults' diverse beliefs, ideologies and cultures in an art classroom that is situated in a university facility. It demonstrates how children seek spaces for their culture. Only high official culture, the school culture, and parents' and teachers' culture are deemed appropriate, true and good. In the world of adults, children's culture is often seen as immature, as something to be fixed and refined. Kline suggests that humour and play might be an independent form of children's culture. What children find funny and humorous may not be funny, or even appropriate, to adults. Bakhtin's carnival theory demonstrates how a medieval culture used dangerous jokes at the expense of authority. Although the carnival was a temporary festival, it was the means through which the peasants' marketplace culture was communicated to the officials, and by which they were able to demonstrate resistance -- following their own rules, methods and culture. The author employs Bakhtin's theory to help see the carnival in an art classroom, as children resist the presence of a legitimized culture by continuing to create spaces for their own cultures of pleasure, parody and even the grotesque.

School administrators face a plenitude of issues throughout the course of a career, many of which necessitate some working knowledge of school law. Administrators are not lawyers, after all, and do not possess anywhere near their level of expertise. Parental and community concerns are often a source of frustration and make for problematic situations that need an administrative response sooner rather than later. It is imperative for the administrator to have a legal approach action plan in place for every contingency possible. When a parent, or more likely a group of parents, ask that a certain book be removed from the classroom library or the school library, how should the principal, classroom teacher, or school librarian respond? The purpose of this study is to examine the very ambiguous relevancy of the U. S. Supreme Court decision of "Island Trees School District v. Pico" (1982) and specifically examine real life scenarios and possible solutions concerning censorship for the school principal.

Speech at Australian universities is restricted in various ways. A few of them, such as student protests against visiting speakers, receive lots of attention. Others seldom do, such as defamation threats and cyber harassment. Self-censorship may be more significant than overt censorship. Those who want to raise awareness of hidden limitations on speech can learn from the methods used to raise the alarm about student protests.

What do attacks on 'unpalatable' research reveal about academic freedom? When academic work is curtailed, this cherished yet misunderstood concept is undermined. Silencing based on moral objection -- rather than wrongdoing -- suggests academic freedom is more constrained than we believe. On paper, academic freedom is rule-bound, yet 'dangerous' ideas produce overwhelmingly visceral reactions. It was these emotional responses I examined to explore the difference between what we believe academic freedom to be, and how it manifests in contentious fields. I conducted qualitative interviews with 18 researchers whose work elicited condemnation or constraint beyond 'legitimate' scholarly critique. I used mixed-methods data analysis to determine shared themes and characteristics. While academic institutions uphold their commitment to unfettered enquiry, 'academic freedom' is highly contingent and subject to the values of players in a range of disciplinary and institutional fields that together yield a generalised field of 'academic research'. This research challenges assumptions about 'freedom' by identifying parameters that bound the notion. I argue the concept is indeed bounded, and that academics become aware of those bounds when they bump up -- often unexpectedly -- against them.

Vietnam's low level of research productivity is especially pronounced in the humanities and social sciences. Though previous research has suggested various possible explanations, to date there has been no detailed investigation of the topic. This investigation explored the publishing experiences of a selected sample group of 20 high-achieving and well-regarded Vietnamese scholars from the humanities and social sciences. For these participants, a commitment to research and publishing derived mainly from a personal sense of academic identity, a desire to complement their teaching role by doing research, and a wish to contribute to Vietnam's social and economic development through their research. Few of them reported feeling institutional pressure to publish, though some reported that their university was now providing financial incentives for publishing in high-impact journals. Disincentives to publishing included funding limitations, and especially limitations associated with approval mechanisms within universities. Interference with the freedom to publish was reported to occur, but none of the participants appeared to be too concerned about political censorship. It was widely considered to be easier to have research reported in national than in international peer-reviewed journals because of the difference in academic standards. A lack of confidence with writing in English was also reported by some participants to be a constraint on publishing in international journals.

This paper challenges the dominant patronizing approach to youth and media in the Middle East and argues that the calls for censorship of youth media exposure are obsolete and counterproductive. It argues that although censorship advocates have a legitimate concern over media risks, their approaches are ineffective, short-lived and alienating, disregarding the potential that media hold for young people. The author believes that elites in MENA should shift their focus to empower youth to use media to learn; to voice their worldviews and experiences; and to work for the betterment of themselves and their societies. The paper recommends two strategies: (1) the adoption of a proactive approach towards youth and media through the introduction of critical media literacy in education in MENA, and (2) the collaboration between the government, businesses, and the rest of society to advance the pedagogical resources of critical media literacy for Arabic speaking youth and educators.

From newcomers and novices, to cautious censors and seasoned advocates, pre-service teachers and in-service teachers who use critical literacy approaches to advocate for justice walk an imagined precarious line between courageously engaging in difficult, critical conversations about risky texts, navigating obstacles, and getting burned by collaborative stakeholders' resistance. This article uses narrative inquiry methods to illustrate teachers' approaches to critical literacy to inform teacher education and encourage others to similarly persist. Authors reconstruct stories from four teachers, Nola, Natalie, Claire, and Adeline. Each teacher introduces their students to what they consider a risky text--and experiences worries and/or obstacles they must navigate around as a result. The classroom stories they share suggest next steps for growing as a self-reflective, anti-bias, critical educator. As teacher educators, we authors offer responses to these four teachers' stories, not to critique their choices, but to leverage their common worries and obstacles enacting critical literacy to build our capacity to extend teachers' critical literacy teaching. We mine their stories by asking four provocative questions: (1) What is lost? (2) Who is left out? (3) How does power work here? And, (4) What would justice-oriented teaching sound like/look like as a response? Based on responses, we provide strategies to newcomers/novices, censors, and seasoned advocates. We close with a call for brave teaching that invites so-called risky texts into classrooms to connect intentionally with students and unequivocally promotes justice.

As a school librarian, the author has paid close attention to legislation and book banning efforts across the United States over the past few years. Because their focus had been on school libraries, they hadn't really thought about censorship and book banning efforts in public libraries. After speaking out at a library board meeting, the author was targeted by a political-activist group whose goal seems to be destroying public libraries. This article describes the author's experience after their personal information was shared on social medial and their efforts to stop the spread.

After the September 11, 2001, terrorism attack, bumper stickers appeared vowing "9/11 We Will Never Forget," yet Indigenous Peoples' telling of historical events of terrorism and violence is dismissed or expected to be forgotten. Critical race theory and tribal critical race theory are used to conduct an analysis of subjugated Indigenous histories and perspectives in an examination of settler colonialism and its constructions of "American," "citizen," and "patriot" that positions Indigeneity as suspect, withholding an accurate telling of history. Accessing counterstories of Native Americans and literature of Indigenous scholars, the author examines indoctrination and censorship of knowledge, situating the current attack on critical race theory as continuing Indigenous erasure and exclusive citizenship in what she describes as a "patriotism of remembrance." Drawing from Native Peoples' subjugated histories, the author advocates for inclusive citizenship and social justice to foster understanding and critical knowledge construction for students. Indigenous Peoples' histories--with examples of terrorism, violence, and loss, but also strength and survivance--becomes central to the story of America.

Libraries have always been civic institutions in their communities. Whether it's a public library supporting community members with election information or a school library offering 18-year-olds voter registration opportunities, participating in civic matters is a mission that comes naturally to librarians. In this article, Carolyn Foote recalls her own work around civic engagement which involved planning activities for students when she was a school librarian, but also engaging in library advocacy out in the larger world. She also examines how librarians can connect students with ways to engage, teaching students discerning information literacy practices, or whether librarians are engaging in civic matters themselves or stepping up in tough censorship fights. She concludes that librarians are giving them models of how to engage in civil civic discourse and of how to make whatever changes they want to make in their future, no matter what side of any political aisle they may land upon. They are showing students how to exercise the most fundamental democratic right: the freedom to express themselves and to be a part of this great experiment called democracy.

The author takes the experience of book challenges as an opportunity for positive curricular changes by walking readers through the development of a formalized procedure for selecting new, diverse texts to add to the English Language Arts (ELA) program curriculum. The text-selection committee arrived at a six-step method: (1) Identify Desired Goals; (2) Identify potential titles; (3) Read the books; (4) Evaluate potential titles; (5) Think about instructional considerations; and (6) Finalize title selection. While the new process hasn't silenced criticism, it has made it easier to defend the titles.

YA author Pérez offers encouragement and insight into book challenges today, which are about much more than just a book. Offering tips for how to prepare for challenges and amplify student voices, the reader will also find ideas to help marginalized learners still find their way to targeted books.

Using the American Association of School Librarians (AASL) "National School Library Standards," and the essential questions developed out of the author's work on the Emerging Leaders project "Defending Intellectual Freedom LGBTQ+ Materials in School Libraries" resource guide, readers are taken through applying essential questions to think about intellectual freedom in the face of book challenges. The six Shared Foundations of Inquire, Include, Collaborate, Curate, Explore, and Engage raise essential questions that could help both individuals and the profession become stronger defenders of intellectual freedom and LGBTQ+ materials.

Parents and politicians feel it is their duty to assert control over the information within school libraries. According to Joshua Spilka, a high school junior, book banning has affected no one more than students and school librarians. Students find that the people who are supposed to advocate for them, parents and guardians, are often working against them. In this article, he examines two issues that stand out: (1) student voice and representation--or, rather, the lack thereof; and (2) how book banning can affect students' lives, not only on an educational and informational level but on a deeper, more-personal level.

Banned Books Week is a hallmark tradition among US-based librarians and the American Library Association. Yet, the ALA and librarians across the profession are excluding the most significant and egregious violations of intellectual freedom and access to literature and information in our so-called free society -- the US prison system. In this essay, the author discusses the significance of carceral book banning and why libraries' interest divergence from social and prison justice movements are counterproductive and uphold systems of racial injustice.

This article employs Foucault's concepts of docile bodies, Panopticism, surveillance and the paradigm of resistance, subversion and containment to delineate the issues of power and control that shored up in online Higher education in Palestinian universities during the outbreak of the pandemic. We propose that the online mode of education perpetuates the traditional way of teaching literature, impeding both students' and teachers' innovation. Topics related to sexuality, politics, misogyny, and religion in literary works have been repressed in staff members' discussion due to multilayered surveillance from the students, parents and online learning centralized management offices who, based on the testimonies of the literature teachers, are often attentive to online class meetings. Surveillance shatters the illusion of liberation many literacy educators thought they have gained in online education; indeed, the instructors' testimonies highlight their internalization of panoptic surveillance that derails the liberating purpose of education.

Recently, false accusations of Critical Race Theory (CRT) being taught in elementary and secondary schools have emerged in response to culturally relevant, sustaining, and revitalizing curricula; this pushback makes it difficult for many educators to safely employ culturally relevant literature in their classrooms. This article confronts the increasing censoring of curriculum (via book banning and other policies) that privileges White, unidimensional perspectives on language, culture, and curricular topics. Specifically, we suggest a critical inquiry framework (CIF) to guide "how" students read such text and that draws on the tenets of Yosso's Cultural Wealth model. Our CIF is rooted in (1) student examination of the economic and political contexts of literary production and constructs of linguistic and cultural legibility, (2) critical engagement with the represented values of literature, and (3) research and critical engagement in the unrepresented and misrepresented values, languages, and cultures of the literary artifact. Collectively, these components contribute to a framework of how to engage traditionally canonical texts in ways that are culturally sustaining and revitalizing by troubling the assumed neutrality of such literature. The article demonstrates the utility of the CIF in its application to sample text; F. Scott's Fitzgerald's essay "Winter Dreams." We offer consideration for pedagogy and other mediating issues.

This study offers a microhistory by exploring the impact regular smallpox outbreaks had on the lives of gentry families in seventeenth-century England. It particularly focuses on the question as in what way smallpox influenced upbringing and educational decisions and draws on a collection of personal letters of the Clarke family (1667-1710), mainly correspondence between Mary (neé Jepp) (approx. 1655/7-1705) and her husband Edward Clarke I of Chipley (1650-1710), Somerset, and their children. Personal letters contain various information about infectious diseases, such as symptoms, care, and medical treatment. It is argued that the constant threat of epidemics of smallpox influenced the upbringing and education of children with regard to personnel, for example tutors or governesses, places, schools, and institutions, and the duration of studies.

The public debate regarding problematic ideas and personal autonomy has cascaded into classrooms over the last two years, as families and politicians demand more control over what youth are learning. One approach to limiting exposure to perceived harmful or controversial content has been to remove it completely. In this paper, the authors present the blueprint for a ninth-grade inquiry that focuses on book bans. Through a series of questions, tasks, and sources, students first consider what makes books worth reading, then analyze arguments for banning particular kinds of books, and explore reasons why and how students are organizing to resist book bans.

Freedom of expression is the core political ideal undergirding American democracy and recent attacks on freedom of speech are a direct threat to the liberties and rights guaranteed in the United States Constitution. Freedom of expression is essential for participatory democracy, scientific progress, individualism, and civic education in K-12 schools and universities. Citizens must have access to all opinions, empirical evidence, historical information, and competing narratives to make informed decisions regarding political candidates, policies, and issues. This necessitates the right to express offensive, controversial, repugnant, and radical opinions and values that that are shocking to government or specific groups. Indeed, this is the primary purpose of the First Amendment's protection of freedom of speech and the press. However, this freedom is experiencing a withering assault from special interest groups, Big Tech social media entities, and most ironically, universities, ostensibly the ultimate guardians of freedom of expression. "Hate" speech codes and other attempts at censorship are anathema to democracy. Attacks on freedom of expression are an existential threat to social studies education. Thus, it is incumbent upon all social studies professors and K-12 social studies educators to combat this dangerous attack on the First Amendment.

This article examines the relationship between academic freedom and authoritarianism in Turkey. While not a new problem in the Turkish context, academic freedom has come particularly under attack following the attempted military coup on 15 July 2016, as well as with the Turkish intervention in the Syrian conflict. This paper is focused on scholars and academics currently working in Turkish universities. The paper explores the following questions: (1) how do these scholars define academic freedom in Turkey; (2) what is the relationship between universities and the Turkish society; (3) what are the changes that higher education is facing following the 2016 coup d'etat, in particular, in terms of pressures and barriers to academic production; (4) how do attacks affect scholars' possibilities to create, lecture, and resist government's policies? Drawing on Gramsci's theory of intellectuals and his notion of hegemony, as well as Foucault's theory of power and/as knowledge, we explore the relationship between authority and knowledge. We argue that the government's aggressive politics against Turkish scholars is a result of the failure to consolidate its power and hegemony through knowledge, and to establish an intellectual base in a "Gramscian" fashion.

If high school history courses are meant to introduce students to the paradoxes and debates of American history, then they should study the 1619 Project, the authors argue in this article. College history students regularly debate the extent to which slavery was formative to the development of American systems of law, business, medicine, religion and foreign policy. The original 1619 Project, in addition to the "1619 Project" book, offers teachers a set of historical essays they can assign, debate, and discuss with their students. However in 27 states, elected officials on school boards and legislatures press to muzzle classroom discussions on slavery, race, and white supremacy under the presumption that an emphasis on the structures of white supremacy stokes conflict over inequality and furthers unfair implications of white students' complicity in American racism. When politicians encourage teachers to censor the historical record and thus prevent discussion of controversies, they reduce primary and secondary education in social studies to nationalistic indoctrination.

This paper explores the representation and non-representation of slavery in US school textbooks from the late eighteenth century to the beginning of the US Civil War. It reviews the major readers, almost none of which mentioned slavery despite the anti-slavery sentiments of many textbook editors. The few readers that addressed slavery did so in limited terms and were not popular. Despite this, a myth arose in the US southern states that the treatment of slavery in school readers contributed significantly to the start of the Civil War and drove post-war textbook purchasing in those states. A concluding section considers the role of market censorship in shaping representation of slavery in early schoolbooks.

In this paper, I criticize two recent and influential arguments for no-platforming advanced by Robert Simpson and Amia Srinivasan and by Neil Levy, respectively. What both arguments have in common is their attempt to reconcile no-platforming with liberal values. For Simpson and Srinivasan, no-platforming does not contradict liberalism if grounded on the distinction between norms of free speech and norms of academic freedom; for Levy, those who defend the practice need not be accused of promoting paternalism. I argue that neither view succeeds: these authors' views are in strong tension with core tenets of liberalism. I proceed as follows: after introducing some basic liberal principles, I explain Simpson and Srinivasan's argument in more detail and argue that it is too strong for some their stated purposes; then I proceed to show that both Simpson and Srinivasan and Levy's arguments would justify extremely closed universities; finally, after arguing that Levy's stance does not circumvent paternalism, I present some evidence that no-platforming would be captured by censors and probably threaten the very academic freedom that the authors want to protect.

The hermeneutic methodology is an analytical and dialectical approach that is irreplaceable for the development of critical thinking. In the post-truth era, the traditional interpretation of text has given way to more complex interpretative instances in which audiovisual content is the basis of new narratives and new knowledge. Qualitative methodological research has always claimed socio-historical and temporal prominence in the analysis of social phenomena. Accepting this premise, hermeneutics is presented as a plausible methodological research strategy for analyzing the representation of a social fact. Specifically, the aim of this research is to show the potential of hermeneutic analysis by examining two opposing versions of the terrorist attack that took place at the headquarters of the satirical weekly magazine, "Charlie Hebdo," in 2015. To conduct this analysis the researcher has used the hermeneutic methodology of suspicion (Gadamer, 1960/2004). A main conclusion is that the Internet has become a catalyst for multiple truths in the post-truth era. The Internet is an exhaust pipeline where critical thinking is expounded. The Internet, in short, is a space of resistance where people are able to question the mainstream media's versions and interpretations of events as imposed by the elite Davos Class.

Films of the "perestroika" period (1986-1991) related to school/university theme showed that: - the educational / upbringing process has lost the previous strict storylines and in many respects has lost its communist landmarks;--both school and university have acute problem areas (crisis, disappointment and fatigue, professional "burning out" of teachers, stagnation, hypocrisy, lies, bureaucracy and authoritarianism, pragmatic cynicism of students, teenage cruelty, underage sexual activity, etc.);--the activity of a schoolchild / student again became more directed toward the outside world than to the inner world;--appropriate distance in the teacher-student relationship has become more fragile (familiarity, sexual relation, or its provocation); in the films Work on Mistakes (1988) and Asthenic Syndrome (1989), male teachers even fight with high school students in class or in the school corridor;--the prestige of the pedagogical profession in the eyes of students and the public has fallen even lower; in accordance with the real state of affairs, female teachers' images (often lonely, unsettled) came to the forefront;--the main conflicts of plots were built on the opposition of non-ordinary teachers and students with stagnation, bureaucracy, mediocre bosses/colleagues/peers. In fact, one can probably assume that the exposing "black series" of the perestroika cinema (where the youth theme was one of the most prominent ones) served a kind of "mobilizing purpose", only at the time it was not the orientation of "Soviet power elites in the renewal of the tools which they embodied the communist project with". Conversely, a Western-oriented part of the Soviet ruling elite used "uncensored" cinematography as one of the levers for the gradual liquidation of socialism. On the other hand, it is possible not to attach special importance to this "conspiracy" assumption, believing that Soviet cinematographers spontaneously walked in the wake of political and socio-cultural changes of the "perestroika" era. After all, we should not forget that by the end of the 1980s a paradoxical situation arose in the USSR when the state continued to finance film production, but in the actual absence of censorship, filmmakers could produce all that they wanted, practically ignoring the opinion of the leading bodies of the CPSU and the government.

When the politician Roman Haider of the party Freiheitliche Partei Österreichs (FPÖ--Freedom Party of Austria) caused the interruption of a lecture about political extremism in an Austrian school in spring 2017, a heated debate erupted over the place of politics in school education. While Haider accused the lecturer of political propaganda, teachers, students and political opponents were upset about this seeming act of censorship. The controversy raises important questions over the aims and principles of civic education, which will continue to engage teachers and educationalists.

The purpose of this qualitative research study was to describe preservice teachers' views on the use of banned or censored texts and taboo topics in the classroom. The study sought to discern how elementary and secondary teacher candidates enrolled in methods courses at a Midwestern university thought about issues of censorship, citizenship, and curricular materials they may or may not decide to use. The study found that, when introduced to banned and censored texts related to citizenship, teacher candidates conceptually appreciated the notion of exploring controversial citizenship issues with students.

Sexuality is both everywhere and nowhere in children's literature since it collides with an ideology of childhood innocence that works to erase childhood sexuality altogether. Debates about identity, self-expression, the boundary between childhood and adulthood--and attempts to police that boundary--often center on sexuality. Anxiety around children and sexuality often results in censorship, particularly when it comes to sex education. While young adult literature can fill some gaps left by inadequate sex education, expecting it to serve as an adequate substitute can give adolescents unrealistic expectations about sex that can harm them at least as much as lack of information. Depictions of sexuality in adolescent literature work to some degree to regulate and even prevent the healthy development of young adult sexuality. Similarly, while there has been a recent much needed increase in LGBTQ representation in children's and young adult literature, many still leave any sex that falls outside the strict bounds of heterosexuality implicit rather than explicit, subtly othering queer desire via its relative invisibility.

The years of the Second World War (1939-1945), a period known as The Emergency in Ireland, were pivotal for the development of the nation. Immediately after the outburst of the war in the continent, the Fianna Fáil cabinet led by Éamon de Valera declared the state of emergency and adopted a neutrality policy. Brian O'Nolan (1911-1966), better known as Flann O'Brien or Myles na gCopaleen, wrote a comic and satirical column in "The Irish Times" entitled "Cruiskeen Lawn" (1940-1966). In his column, O'Brien commented on varied problems affecting Dublin and Ireland as a whole. One of the many topics he began discussing was precisely Ireland's neutral position in the war. Therefore, this paper aims at examining Ireland's neutral position in the war as seen through a selection of columns from "Cruiskeen Lawn," devoting special attention to the oppression of censorship and the distracting measures developed by de Valera's government.

An alarming occurrence in academia involves the discipline of faculty, under the guise of violating civility or collegiality codes, for engaging in what should be protected academic free speech. This often occurs when unprincipled and/or corporate-minded administrators seek to punish or dissuade faculty from challenging or questioning their decisions or policy initiatives, or for speaking up about policy violations or lack of due process. The ambiguity of terms such as civility and collegiality, when selectively defined by administrators, can be used to stifle, dissuade or punish academic free speech. Ways to identify and address these problems are presented.

There has been a rapid increase both in the number of users and the number of websites providing data since the invention of Internet; it has become the richest and most used source of information. However, several countries, including Turkey, resort to censorship owing to the fact that anybody can publish on the Internet with sometimes undesirable content. The main purpose of this study is to reveal how primary and secondary school teachers approach Internet censorship in Turkey. The study was conducted with a voluntary group of 2015 primary (855) and secondary (1160) school teachers who had social media accounts in Turkey during the 2013-2014 academic year in the spring semester. In the study, a survey was used. The study reveals that 59.4% of teachers think that it is necessary to resort censor the Internet from undesirable content like sexuality and gambling. On the other hand, the vast majority of the teachers (86.6%) do not approve the blocking of websites as they can be used as an educational tool. Moreover, 60.5% believe that blocking of certain Internet websites will not negatively affect education.

The United States is a world leader in biomedical clinical research. America's existing human subject research regulations structure affords sizable protections for the ethical treatment of research volunteers. Early initiatives such as the Belmont Report were specific to federally funded research. Over the past several decades guidelines such as the Belmont Report, along with more stringent policies, have been applied to non-federally funded research and research in the social sciences, and have branched out over areas, which many argue, they were not initially intended. Institutional review boards were codified to protect human subjects, an ethical and noble concern, but arguably these regulations were hastened both in response to a highly publicized research experiment and political considerations. This article explores the creation of the American IRB [institutional review boards] system through the lens of John Kingdon's Multiple Streams Theory and examines critical viewpoints surrounding a longstanding inquisition over whether human subject research regulations are safeguards or censorship.

Prejudice and bias are described as an embarrassing phenomenon of research work in social sciences. They concern both quantitative and qualitative research. Authors working in both antagonistic paradigms such as positivist, post-positivist and constructivism, interpretivism generally point to the main patterns showing the aspects of bias. They usually indicate the bias in the process of the research design, among the subjects involved in the study or including the reliability and quality issues of the study. Gender is also mentioned as not neutral and as factor raising bias. In this review and methodological article the concept of bias is narrowed down to discussing these that concern chosen elements of research design process and the three actors involved as researcher, gate-keeper and censor. The gender issue bias, detailed analysis of design process bias, as well as quality of research bias and informant bias are briefly mentioned in the article but are extensive enough to be discussed in a separate paper.

In 1864, the Russian empire placed a ban on all forms of the written Lithuanian language in order to subdue the people of Lithuania and to shape the country's culture into the Russian norm. The ban made a variety of Lithuanian books, as well as many other forms of Lithuanian communication, illegal. Over the next 40 years, Lithuanians resisted this Russian oppression in many ways, including finding loopholes in the law, starting secret schools, and smuggling books across the country's border. In time, the resistance would not only save the Lithuanian culture, but would set the foundation for independence by saving the Lithuanian language, separating Lithuania from foreign powers, and, most importantly, reforming the country's identity.

Embracing an ethos of sharing music and practices across cultural boundaries, the multicultural vision of music (teacher) education has paid scarce attention to the paradox of freedom that arises between such freedoms and the complex politics that frame and constrain teachers' choices and values. In this article, we explore these demands of professional reflexivity through an instrumental case study of music teacher educators working in an all-female, Ultra-Orthodox Jewish music teacher education programme in Israel. Through a thematic analysis of data generated together with six teacher educators, we illustrate how their context-responsive approaches to developing programme visions engage with processes of censorship and cultural translation, as teachers work to align their professional boundaries within established religious boundaries. This boundary-matching and hybridity required may be seen to result in intense processes of professional reflexivity that raises questions as to how all teacher education programme visions might engage with the moral order of a society and highlights the need for international music teacher education to develop a critical, reflexive awareness of how values shape professional work.

Honesty is widely understood as an ethical imperative in science and scholarship. This article examines the operation of this ethic in an area crucial to academe but which has not received sufficient attention: faculty review of candidates seeking appointment to academic rank--in hiring and promotion--in U.S. higher education organizations. Confidentiality is a professional norm indicative of these faculty assessments. By turn, academic freedom is exercised by speaking without fear of retribution, but it is handicapped to the extent that breaches of confidentiality--an instance of professional deviance--cause a group to censor speech. The article investigates the conditions under which honesty is undermined and confidentiality transgressed in review proceedings. In addition, three social-institutional forces are theorized to account for lack of honesty in this central practice of academic life. A situation wherein honesty is systemically inhibited renders the legitimacy of academic organizations in question. The argument articulates a path of reform by spelling-out appointment criteria, professional ethics, and the means of their enforcement to maximize requisite behavior.

Creativity is often explored from a Western-dominant perspective. This means that cultures that do not follow dominant culture or Western principles, such as non-Western or minority ethnic cultures, are often misjudged in creativity research and assessment. Additionally, scholarship that does address Asian creativity does so in a way that presents Asian culture as monolithic. This article presents an example of how creativity is defined, recognized, and enacted in four interactive Uyghur language websites that were active between 2014 and 2016. These Uyghur language websites present an interesting example of how an Asian, ethnolinguistic minority culture expresses creativity and innovation while under controlling and conforming pressures of the dominant culture (in this case the Chinese government). Findings suggest that Uyghurs define their creative identity as one that promotes love, joy, and hope for their community, overcomes adversity, and comes from a heritage of scholars and writers. They recognize creativity that aids in community cultural preservation, is selfless, and is the result of hard work. As a result of their controlled status, online Uyghurs articulate that their creativity is limited by the majority culture and emphatically express how their cultural creativity is unique.

Freedom of speech in universities is currently an issue of widespread concern and debate. Recent empirical findings in the UK shed some light on whether speech is unduly restricted in the university, but it suffers from two limitations. First, the results appear contradictory. Some studies show that the issue of free speech is overblown by media reportage, whilst others track serious concerns about free speech arising from certain university policies. Second, the findings exclude important issues concerning restrictions to speech on campus that fall outside the traditional debate around violations to free speech rights. This is particularly the case when certain voices are excluded from important policy conversations, and in issues around diversifying the curriculum. This article overcomes these two limitations by developing a novel conceptual framework within which to situate current debates concerning speech-related matters in universities. It does so by developing a taxonomy around the concept of 'silencing'. It then considers the current issue of speech matters in universities within this framework to determine whether, and to what extent, speech is indeed unduly restricted, and where this is a concern for free speech violations, and where it falls outside this issue.

The use of picture books has been illuminated as a potential to address important topics such as STEM, fluency, and social justice. Unique genres such as hybrid texts and wordless picture books are also worth considering for instruction. This article explores new perspectives on using picture books. Potentials for using wordless picture books beyond the early grades to support literacy across the curriculum are shared first. Next, we discuss how some picture books lend themselves to the engineering design cycle and can be used as an organizing idea for instruction which focuses on integrating the STEM disciplines. To continue, the prospect of utilizing picture books to strengthen reading fluency while engaging students in rich content area material is discussed. The potentials for using banned and challenged picture books to teach social justice is discussed next. We conclude by presenting practical strategies, picture books to consider for each of the areas, and lessons learned.

This research analyses the contribution of cyberactivism to the political and social change in Tunisia, Egypt and Libya, as well as the opinion of young Arabs on the present context. Meaningful information has been extracted from regular interviews to 30 undergraduates over a five-year period. These students had already participated in the process boosting the Arab Spring in 2011, and they keep practising cyberactivism ever since. The use of a mixed-method research allows for carrying out a study where quantitative elements are complemented by qualitative ones. Findings show that Arab countries have not yet shaken off the former structures that supported the regimes preceding 2011, which are those that hamper the consolidation of a modern country. At the moment, there are still two conflicting realities between millenary traditions and values connected to revolutions and symbols of progressivism in Tunisia, Egypt and Libya. In a context where the unity of action action is needed, cyberactivism plays an essential role, as it brings together critical citizens in a common and virtual space. These groups are committed to change, they keep in touch with the outside world and beyond censorship, they make protests visible to the international arena, and monitor government actions.