Supporting Students’ Right to Read in the Secondary Classroom: Authors of Young Adult Literature Share Advice for Pre-Service Teachers Paula Greathouse Tennessee Technological University Brooke Eisenbach Lesley University Joan Kaywell University of South Florida Young adult literature spotlights the complexity of the adolescent human condition, which helps adolescent learners better understand themselves and those around them (Wolk, 2009). Yet, teachers who are able to find a place for young adult literature in their classrooms or schools often find themselves defending their choices rather than celebrating them (Curwood, Schliesman, & Horning, 2009). Because nobody is more invested in books then the authors, we wondered how they perceived censorship of young adult literature in the classroom. This article shares the advice young adult authors offer to secondary pre- service teachers as they prepare to infuse young adult literature in their future classrooms. A parent of a high school student back under a rock, I went challenged the use of Laurie downstairs.’ This is just Halse Anderson’s Twisted in a pornographic and NO 10th grade English course. It went child should be reading something like this: this, especially in school Parent: “Who in and especially a book their right mind would assigned by a teacher!” give a student something Teacher: “Why do like this to read? It is you feel this is pornographic and does not pornographic? Is it not a belong in the hands of great example of an children!” adolescent making a With that, she picked up positive choice to excuse Anderson’s Twisted and himself from a situation proceeded to read from that he does not feel he is page 37: “Bethany sucked ready for?” some frosting off her Parent: “Look. finger and moaned. The This book uses the moan woke my trouser following profanities in it snake (Down, boy! Down, and it talks about sex too.” I Say) so I wandered up to She showed me a paper the kitchen to get some printed from a Christian forks and paper towels Family web site that posts and room to breathe. lists of texts that children When the snake crawled SRATE Journal Summer 2017/Volume 26(2) 17 and adults should not read a link under the parent because of content. home page that will direct Teacher: “Have you to the forms.” you read the book The very next day, she Ma’am?” removed her daughter Parent: “No, only from the class and filed a few pages.” the papers. Teacher: “First, After sharing the above scenario allow me to say that that I with a class of secondary pre-service think it speaks volumes teachers, students began turning to their about your relationship classmates, eyes wide revealing a look of with your daughter that disbelief and fear. While the above she trusted you enough to scenario actually occurred in one of our come and talk to you classrooms, similar conversations about about something that was young adult (YA) literature are all too making her familiar within school districts, schools uncomfortable. More and libraries across America. As such, it parents should hope for becomes important to include our future relationships such as that. teachers in this conversation, as we Second, I appreciate your prepare them to include diverse YA opinion and concern literature in their future classrooms. regarding your daughter’s reading of this book. I am Current State of Censorship of Young happy to assign her Adult Literature another novel for independent study; An educator who understands the however, I do believe that adolescent learner knows the value of other students deserve the reading YA literature in the classroom. opportunity to read this Not only does it have the potential to novel.” support content curriculum, YA literature Parent: “Well, spotlights the complexity of the that is just not good adolescent human condition, which helps enough. These parents adolescent learners better understand probably do not know that themselves and those around them they signed forms to allow (Wolk, 2009). Young adult literature can their children to read create a safe space for readers as they books like this. Some come to discover they are not alone in parents don’t pay their experience and search for identity attention. I want to (Sokoll, 2013). But many adults view the challenge this book for all world of adolescents as controversial and parents. I want this book inappropriate for study in a classroom. banned from your class Consequently, teachers who are able to and from the district. find a place for YA literature in their Where do I go to do that?” classrooms or schools often find Teacher: “On our themselves defending their choices rather district web page, there is SRATE Journal Summer 2017/Volume 26(2) 18 than celebrating them (Curwood, Alaska library. Glass, as well as the Schliesman, & Horning, 2009). Crank Trilogy, were all permanently According to The American removed from a middle school library in Library Association, over the past decade California. there have been over 5,000 YA literature What YA Author Voices Offer challenges reported to the Office for to Pre-Service Teachers. When teachers Intellectual Freedom (ALAOIF). In a find themselves at the center of classroom recently published report by ALAOIF, in controversy as a result of the inclusion of 2016 a total of 275 books were reported YA literature, the overwhelming voice of challenged or banned, with the majority the opposing parent or organization is being done so in secondary contexts. what tends to be spotlighted. What Reasons cited for challenges include the follows is often the removal of the book following: sexually explicit material, from the teacher’s curriculum, which we offensive language, unsuited for a would argue undermines our particular age group, violence, religious professionalism and our profession. So viewpoint, and homosexuality what can teacher educators do to prepare (Frequently Challenged Books of the 21st secondary pre-service teachers to Century, paragraph 3). While this number advocate for students right to read, alone may not seem significant, ALAOIF specifically YA literature, given this also notes that out of every challenge genres proclivity for censorship in the received, there are four or five challenges secondary classroom? that are not reported. Lesesne (2014) As teacher educators who believe argues “we must consider the 20% of in the power and value of YA literature in challenges that we see as a warning about the classroom, we recognize that teachers the 80% of the challenges that might be may encounter parental concerns, ‘below the surface’” (p. 77). complaints, and attempts at censorship of While the reasons were similar in YA literature. We are witnesses to the nature, the outcomes of each challenge many benefits of infusing YA literature differed. For example, YA novels The into our secondary curriculum and class Absolute True Diary of a Part Time community, however, our secondary pre- Indian, City of Thieves, Just One Day, service teachers fear the conflict that can and Looking for Alaska, were all retained. arise should they choose a Other YA novels such as The Curious “controversial” book. From engaging the Incident of the Dog at Night, Some Girls otherwise disengaged reader to Are, The Perks of Being a Wallflower, promoting the social-emotional Extremely Loud and Incredibly Close, development of adolescent learners, it is and Cal, were removed as required our mission to help these future teachers readings. Fortunately, despite the fact understand the need to hold their ground they were no longer required, they and speak for those silenced by remained on the shelves of the library in censorship. the school where they were challenged. As teacher educators, we do our Unfortunately, some YA novels were not best to prepare our students for the met with such luck. The challenge of inclusion of YA literature in the This Book Is So Gay resulted in the secondary classroom. We engage them in moving of an entire YA nonfiction reading and discussing YA titles. We collection to the adult section in an infuse and unpack teaching strategies SRATE Journal Summer 2017/Volume 26(2) 19 aimed at incorporating such titles into challenges to YA literature will continue their curriculum as a means of addressing to rise, we felt it important to revisit these the developmental needs of adolescent transcribed interviews and share this learners while at the same time advice so our pre-service teachers can addressing state and national education hear directly from YA authors whose standards. And, we present them with the books have often been challenged and/or realities of opposition and censorship. banned to understand their experiences We do what we can to prepare them for and in turn provide further insights into battle, but realize that we can never fully embracing YA literature within the anticipate what might lie ahead for them classroom. We read through each as they enter the classroom. author’s responses, noted similar themes In addition to our own lessons and throughout, and found a common call to course focus, we find it beneficial to respect the challengers, put up a solid incorporate multiple voices and fight for freedom of speech and perspectives in the discussion of YA expression, and always remember you are literature and potential issues of not alone in your fight. censorship in the classroom. Because Respect Those Who Challenge. nobody is more invested in books then the As avid readers, lovers of literature, and authors of those books, we wondered how teachers of today’s youth, it often feels they perceived censorship of YA that stories have a way of latching onto a literature in the classroom. What advice part of our soul. We learn of students who might they offer secondary pre-service have their lives changed – or even saved teachers as they prepare to speak out and – because of the characters or stories hold fast to keeping YA literature portrayed in a contemporary YA novel. available to students within their We select books that we believe will classrooms and schools? benefit the intellectual as well as affective Between 2009 and 2011, we interviewed dimensions of our adolescent readers. over thirty YA authors through a graduate And then, we find ourselves facing a research course on YA literature offered book challenge, and suddenly it’s as if at the University of South Florida. our whole world has been turned upside Interviews were conducted through a down. We think of the many students semi-structured, conversational style who will miss out on a potentially life- interview method (Rubin & Rubin, changing experience as they are not 2005). During our conversations with afforded the chance to engage in the each author, we asked them to share their reading of an amazing text. In that instant, experiences with censorship in an effort we might begin to view the challenger as to help us prepare our pre-service an enemy, an antagonist, someone to be teachers in combating challenges of YA despised and refuted. The truth is that literature in the classroom. After each YA parents tend to challenge material author shared their stories, we asked because they are misinformed or are “what advice can you give to secondary simply looking out for what they believe pre-service teachers in preparing them for to be in the best interest of their child. potential book challenges in the “It’s important to recognize that classroom?” Given the rise of book challenges come from a place of fear,” challenges in secondary classrooms states Laurie Halse Anderson (personal (Lesesne, 2014), and the likelihood that communication, June 8, 2010). She SRATE Journal Summer 2017/Volume 26(2) 20 maintains, “it’s important to recognize sassiness, and some grown-ups don’t and honor a parent who is afraid. You even like humor” (personal might not agree with them, but this is a communication, June 8, 2009). scary time to be a parent of a teenager.” Laurie brings to light the fact that many A Battle Worth Fighting parents are trying to look out for what they believe to be best for their own Robert Frost penned many children; perhaps are swayed by the ideas thought-provoking, inspirational poems. and words of others. “What happens is a One that comes to mind when parent will read ‘that’ page,” she says. considering the challenge teachers face at “You know that one page where there’s a the hands of YA censorship is his famous paragraph or there’s a description of poem, A Road Less Traveled. In this something that horrifies the parent. Then, poem, Frost speaks of a fork in the road they storm into the school board and they and a decision that must be made. Should say, ‘You have to ban this book; this is the traveler take the well-worn path, the going to ruin my child.’ I actually think road most frequently traveled which that we need to respect the parents who promises easy passage to the destination? are worried about that stuff because, you Or, should they opt for what appears to be know, at least they care.” Laurie’s advice the more difficult trail, one filled with for teachers who face such parents: obstacles and hardships? “Always have a backup book. Every The same can be said for those of parent has the right and responsibility to us facing the threat of censorship in the look over their child’s life. No other classroom. It would be easy to relent and parent has the right and responsibility to follow a path of complacency. After all, look over every kid’s life. That is a line who knows what kind of battle we may you have to kind of draw.” face should we refuse to surrender our David Klass also offers insight books? It’s important to remember, and suggestions concerning ways however, our cause and the reason we teachers may both respect the wishes of a choose to stand behind the texts we make parent, while maintaining a stance against available to our adolescent readers. We censorship in the classroom. “I think must keep in mind our desire to empower people are basically fair...I would ask our students. As Chris Crutcher states, parents to read the book in its entirety “If [teachers] can make [a] book then decide if it is a moral book and empower [a] kid, this is huge stuff!” something their kids should read. Then, (personal communication, June 22, that might change some minds” (personal 2010). Adrian Fogelin reminds us that communication, June 23, 2011). Jack “this is a tough world, and books are a Gantos suggests that we “make sure that dress rehearsal. They’re a dry run for whoever is bringing up the challenge has things [the kids] are going to encounter in actually really read the book because the world, so censorship is something you people that sometimes come up to should tread very lightly; it’s dangerous” me…haven’t read my book. You know, (personal communication, June 1, 2009). they read a small part into the book until Laurie Halse Anderson explains they’re disgusted. They don’t like a word. that while teachers need to keep their They don’t like the character’s day. They jobs, “sometimes [the censorship battle] don’t like some violence. They don’t like is a battle worth fighting.” David Klass SRATE Journal Summer 2017/Volume 26(2) 21 readily admits the issue of fighting these people come in and complain and against censorship is an issue which just win…it’s your life. If you’re a troubles a great deal of today’s writers, teacher, you’re a teacher. You’re a yet, “it’s easy for [authors] to say you teacher all the damn time” (personal shouldn’t give into censorship when communication, June 22, 2010). [teachers] are the ones who may have to You’re Not Alone! When faced explain this to a principal, to a board, or with an irate parent or a book challenge, to an outraged parent” (personal it is very easy for teachers to suddenly communication, June 23, 2011). feel as though they have been personally Lauren Myracle echoes David challenged and left to fight alone. As Klass in noting how teachers often face a Alex Sanchez shares, “[teachers] are more difficult battle with censorship really the ones on the front lines” when it because they are in direct contact with comes to censorship. As he puts it, parents and administration. “I have “[authors] are not facing the distance,” Myracle shares. “I get a lot of administrator who comes to you and says, angry e-mails, and yet I’m physically ‘You know, I got this complaint and I separated from them…so it’s easy to say don’t want you using this book, or I want what I am about to say and I know it’s this book taken off the shelf’” (personal harder for y’all to put it into practice … communication, July 13, 2010). Sanchez You know, every book may not be perfect notes that “teachers and librarians are for every student, but there is one perfect heroes. You are the ones who get my book out there for every student. If we books and other people’s books into take books off the shelves, we may ensure young hearts and minds.” Judy Blume that students aren’t able to find them” seconds the beliefs expressed by Sanchez (personal communication, July 20, 2010). when she comments, “The best thing to Judy Blume reminds us that remember is, because it can happen to censorship is little more than a fight with anyone over anything, a book that you a bully. She encourages teachers to stand think could never be challenged will be up for themselves and for their students. challenged. Remember that you are not “Don’t let anybody bully you because alone. There’s a support group out there that’s really what it’s about. It’s about for you today” (personal communication, bullying. It’s about saying, ‘Not only do I June 9, 2011). not want my child to read this book, I As both of these renowned don’t want this book available for any authors have stated, it’s important to child to read’ and there’s a difference. remember that we are not alone when Moms, Dads, you can say to your child, facing a book challenge. There are others ‘I don’t want you to read this book,’ but who have faced similar threats and you can’t make that decision for all the managed to find the resources and other children and their parents” guidance necessary for a successful (personal communication, June 9, 2011). outcome. Chris Crutcher adds, “If you let [parents] come in and have their way with Resources censorship, they’re stealing your life, they’re stealing your career. You didn’t One thing is certain; we are never get into teaching so that you could talk alone in our fight. It’s important that about smiley things all the time. If you let teachers recognize the variety of SRATE Journal Summer 2017/Volume 26(2) 22 resources they have available in times of censorship. All the authors we necessary assistance. The censorship interviewed recommend that teachers get battle is not one that must be fought to know the book challenge policy for alone. As with any war, we must stand their local area. Marilyn Reynolds together and approach the confrontation advises that in addition to understanding as a united front. We must be prepared policy, teachers should take the time to and vigilant. get to know their school media specialist. Authors Judy Blume, Alex “Librarians know the policy and they’re Sanchez, Lauren Myracle, Laurie Halse often on the front lines of fighting for Anderson, and Edward Bloor suggest that intellectual freedom. There are people teachers connect with professional out there who know how to fight. Know organizations that can provide much the policy and be prepared to follow the needed support and guidance. As Laurie policy. It’s very frightening to have an Halse Anderson notes, “Utilizing irate parent come in waving a book and resources or organizations like ALAN talking about how it’s leading the youth and the National Council of Teachers of astray. So, it is very good to prepare English (NCTE), so that you have yourself ahead of time and to learn that professional rationales for why you use [a policy and just think about it, what your certain] book in your classroom and how response would be, because you need to you use the book in your classroom is be prepared to give a reasonable very important” (personal response, and people respond to that” communication, May 25, 2009). The (personal communication, June 29, NCTE Intellectual Freedom Center 2009). (http://www.ncte.org/action/anti- censorship) includes their position Conclusion statements, resources, as well as a collection of author letters in defense of In the battle of censorship, their books. Up front and center is a box educators are at the forefront. As welcomes teachers to report a challenge, secondary teacher educators, we see the including a direct line to call for national value of YA literature in the classroom help. Teachers should also be aware of for academic and personal growth, yet the resources and guidance available this perspective is not always welcome in through the National Coalition against the classroom. Ted Hipple used to say, “A Censorship, the American Library little bit of censorship is like a little bit of Association, and The Freedom to Read pregnancy. There is no such thing.” If Committee. Such organizations provide one book is removed from a shelf, then no teachers with guidelines for dealing with books are safe. Try to imagine what may censorship issues in schools, offer letters happen. Nilsen and Donelson (2009) say of support, and at times may even it best: accompany educators as they fight We believe that the school against censorship in school district – classroom or library – meetings. must be a center of With regards to local support, it’s intellectual ferment in the important for teachers to familiarize community. This implies themselves with school, district, and state not that schools should be policy concerning book challenges and radical, but that they SRATE Journal Summer 2017/Volume 26(2) 23 should be one place where Lesesne, T. (2014). The Tip of the freedom to think and Iceberg. ALAN Review, 42(1), 77- inquire is protected, where 81. ideas of all sorts can be Nilsen, A. & Donelson, K. (2009). considered, analyzed, Literature for Today’s Young investigated, and Adults, 8th Edition. Boston: discussed, and their Pearson Education. consequences thought Rubin, H. & Rubin, I. (2005). Qualitative through. We believe interviewing: The art of hearing librarians and English data (2nd Ed.). Thousand Oaks, teachers must protect CA: Sage Publications, Inc. these freedoms, not Sokoll, T. (2013). Representations of merely in the abstract, but trans youth in young adult in the practical, day-by- literature: A report and a day world of the school suggestion. Young Adult Library and library. To protect Services, 23-26. those freedoms, we must Wolk, S. (2009). Reading for a better fight censorship, for world: Teaching for social without them no responsibility with young education worthy of the adult literature. Journal of name is possible (426). Adolescent and Adult Literacy, 52(8), 664- 673. References Dr. Paula Greathouse is an assistant Curwood, J., Schliesman, M., and professor of Secondary English Horning, K. (2009). Fight for Education at Tennessee Tech. Her your right: Censorship, selection research focuses on adolescent literacy, and LGBTQ literature. The young adult literature, and censorship in English Journal, 98(4), 37-43. the classroom. Doyle, R. (2017). 2015-2016 books challenged or banned. Retrieved Dr. Brooke Eisenbach is Assistant on January 27 from Professor of Middle and Secondary https://www.ila.org/initiatives/ba Education at Lesley University. Her nned-books-week/books- research focuses on middle level virtual challenged-or-banned-in-2015- education, care in the classroom, and 2016. young adult literature. Frequently Challenged Books of the 21st Century (2015). American Dr. Joan Kaywell is Professor of English Library Association. Retrieved Education at the University of South from Florida. Her research interests stem from http://www.ala.org/bbooks/frequ her passion of assisting preservice entlychallengedbooks/top10. teachers in discovering ways to improve literacy. SRATE Journal Summer 2017/Volume 26(2) 24