When I was in high-school so many years ago, I was a slightly above-average student. However, I particularly was interested in learning about history and those who made it. Let’s face it, it was not long after the end of World War II, the middle of the Cold War, the emergence of the Soviet Union as a world power, and the height of the Civil Rights movement in the U.S. I remember reading “Das Kapital” by Karl Marx to better understand the thinking behind Communism. I also read “Mein Kampf” to better understand the thinking behind Nazi Party leader Adolf Hitler. As you may have guessed, I never became either a Communist or a neo-Nazi. I also read books about slavery and race relations in the U.S. to better appreciate the history behind the American civil rights movement. Unfortunately, we did not have much material in our school library about the history of indigenous peoples of North America, and their treatment in society. Unlike today, there were no materials what-so-ever on matters dealing with sexual orientation.
In recent months, I have become concerned about the pressure on school boards by members and parents alike regarding what is being allegedly taught in schools and what books are available to be read. In some counties in the U.S., certain parent groups have been in full attack mode over such topics as colonialism, Zionism, Maoism, slavery, freedom, sexual orientation, the Holocaust, and something referred to as “critical race theory”. According to those who track book censorship, conservative rallying cries of “parental rights” have helped fuel a new wave of challenges and legal threats over even the most celebrated of titles. Teachers’ heads have even been put on the chopping block if they dare discuss the history of race relations in America. A spokesperson for the American Library Association’s Office for Intellectual Freedom noted that it is profoundly disturbing that we’re accepting so easily the idea that books should be banned and burned and taken away. In Canada, school boards are having to answer to criticism about anything that might be considered as “anti-semitic”, even that which involves the history of Israel and the Palestinians.
The fact is that young people need to know about the history and current events that have shaped the world to become what is today’s reality. They need to be able to research and intelligently discuss the historical basis for the thinking and principles behind our development as societies, whether good or bad. No one intends to put our youth on some kind of “guilt trip”, but it makes no sense to deliberately attempt to hide from them certain historical truths. Democracies thrive on the ability of informed citizens to debate issues in an open and free manner, without fear of threats and punishment. Yes, one recognizes that social media and modern avenues of communication unfortunately can advocate hate and promote misinformation. However, the best way to counter hate advocates and conspiracists is by encouraging the availability of informed sources and reliable education. This approach is the one that school boards, trustees and parents groups should be supporting, rather than attempting to dictate what social issues can or cannot be taught in schools based on their version of “right thinking” and political correctness.
Ultimately, the only way that we can better inform and satisfy the learning needs of our young people is to provide compelling reading materials and discussions that are relevant and available to all kinds of students. As a society, we place our children in the care of trained and educated administrators and teachers, complemented by researched guidance for the development of meaningful curricula. Sensitivities aside, parents have to let educators do their jobs. Parents are accountable for the well-being of their own children and have a right to deal with specific issues concerning their children when in school. Banning or burning books is not something that people in a democracy should be advocating, whether by parents or administrators. School boards should be standing up for freedom of expression and informed debate. Oversight is needed, but micro-management is not. Let’s give our school principals, librarians and teachers the benefit of the doubt when it comes to classroom learning. Each school population is different and the curriculum needs to be adjusted accordingly.
FROLITICKS 
Leave a comment