Supporting Students' Intellectual Freedom in Schools: The Right to Read. Este artículo no está disponible.Supporting Students' Intellectual Freedom in Schools: The Right to Read

In today’s developing view of education, a disquieting trend looms-the erosion of students’ right to choose what they read. This erosion, fueled by an alarming surge in censorship attempts, casts a shadow over the very essence of intellectual exploration. Recent years have witnessed an unprecedented number of challenges aimed at restricting access to books, targeting themes that embrace human diversity, inclusivity, and the tapestry of life itself. As educators, administrators, and scholars grapple with this critical juncture, Supporting Students’ Intellectual Freedom in Schools: The Right to Read serves as a comprehensive resource they can turn to for support and knowledge. This book is a call to action, resonating with teachers, school librarians, administrators, and scholars who refuse to let censorship erode the foundations of education. As censorship attempts proliferate, its chapters offer fortification, providing educators at all levels with the tools to safeguard students’ intellectual freedom. From the hallowed halls of academia to the vibrant classrooms of K-12, the insights within these pages shape curricula, conversations, and a collective commitment to nurturing minds that thrive on diversity and inquiry. In a world clamoring for unwavering advocates of intellectual freedom, Supporting Students’ Intellectual Freedom in Schools is not just a solution-it is a declaration of resolute solidarity in the pursuit of knowledge and the unassailable right to read.

Danielle E. Sachdeva is a faculty member in the Department of Elementary and Special Education at the University of North Georgia, where she teaches courses in literacy education and elementary education to graduate and undergraduate students. She earned a Ph.D. in Curriculum and Instruction from Old Dominion University and a M.Ed. in Curriculum and Instruction from the University of Massachusetts-Lowell. Her research interests include literacy, children's literature, and issues of censorship and intellectual freedom.

Samantha L. Hull is an Online Graduate Adjunct Lecturer in School Librarianship at McDaniel College.

Sue C. Kimmel has received her Ph.D. in Teacher Education from the University of North Carolina at Greensboro in 2010. She has her M.S. in Library Science from the University of North Carolina at Chapel Hill in 1982, her B.S. in Mathematics from Guilford College in 1979, and her 076 School Library Certification.

Westry A. Whitaker is a former secondary English/Language Arts teacher with teaching experience (4th and 6th grade Eng/LA) at an exclusive private school in San Diego, CA and (8th grade Eng/LA) in an urban setting in Wilmington, NC. Wes pursues an active writing agenda and presents regularly at several national conferences including the American Educational Research Association (AERA), the American Association for the Advancement of Curriculum Studies (AAACS) and the Bergamo Conference on Curriculum Theory. Additionally, Wes has published in the Journal of Curriculum Theorizing, the Journal of AAACS and he has contributed two chapters to edited texts on the topics of new literacy and Teaching and Learning. A native of Wilson, NC, Wes began teaching at the University of North Georgia in January, 2015. His interests include English literature, literacy, curriculum theory/studies, teacher education, English methodology, qualitative research methods, diversity education, bullying, and social and civil rights advocacy.