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

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Title: 'We Can't Use That Book!': Navigating Preservice Teacher's Text Selection under the Specter of Censorship Discourses
Language: English
Authors: Jessica Anne Murdter-Atkinson (ORCID 0000-0002-4425-7639), Rachel Ranschaert, Erin Ashcraft (ORCID 0009-0002-3180-4274), Lisa Redding
Source: Literacy Research: Theory, Method, and Practice. 2025 74(1):191-211.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Preservice Teachers, Teacher Education Programs, College School Cooperation, Elementary School Teachers, Reading Material Selection, Reading Instruction, Reading Materials, Public Schools, Censorship, Student Teacher Attitudes, Social Influences, Community Influence, Political Influences, Teacher Influence, Power Structure, Advocacy
DOI: 10.1177/23813377251358197
ISSN: 2381-3369
2381-3377
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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1486528
Database: ERIC
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  Data: 'We Can't Use That Book!': Navigating Preservice Teacher's Text Selection under the Specter of Censorship Discourses
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  Data: <searchLink fieldCode="AR" term="%22Jessica+Anne+Murdter-Atkinson%22">Jessica Anne Murdter-Atkinson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4425-7639">0000-0002-4425-7639</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rachel+Ranschaert%22">Rachel Ranschaert</searchLink><br /><searchLink fieldCode="AR" term="%22Erin+Ashcraft%22">Erin Ashcraft</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-3180-4274">0009-0002-3180-4274</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lisa+Redding%22">Lisa Redding</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Literacy+Research%3A+Theory%2C+Method%2C+and+Practice%22"><i>Literacy Research: Theory, Method, and Practice</i></searchLink>. 2025 74(1):191-211.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 21
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22College+School+Cooperation%22">College School Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Material+Selection%22">Reading Material Selection</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Materials%22">Reading Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Censorship%22">Censorship</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teacher+Attitudes%22">Student Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Influence%22">Community Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Political+Influences%22">Political Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Influence%22">Teacher Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Advocacy%22">Advocacy</searchLink>
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  Data: 10.1177/23813377251358197
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  Data: 2381-3369<br />2381-3377
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2025
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  Label: Accession Number
  Group: ID
  Data: EJ1486528
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        Value: 10.1177/23813377251358197
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      – Text: English
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        PageCount: 21
        StartPage: 191
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: College School Cooperation
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      – SubjectFull: Censorship
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      – TitleFull: 'We Can't Use That Book!': Navigating Preservice Teacher's Text Selection under the Specter of Censorship Discourses
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