“I Think You Should Read It Anyway”: Black Readers and Book Bans.

 Parker, K. N. (2023). “I Think You Should Read It Anyway”: Black Readers and Book Bans. Voices from the Middle, 30(4), 15-.

Iñiguez, Amber

Summary:

This article discusses the impact of recent surges in book bans on Black readers and educators. The author, in conversation with colleagues, highlights the disproportionate impact of bans on books by LGBTQIA+ authors, authors of color, and those addressing social-emotional issues. It encourages educators to collaborate with others, build communities of criticality and resistance, and center Black students' voices in discussions about book bans. By listening to Black students' experiences and supporting their activism, educators can work towards ensuring access to inclusive and affirming literature. The author urges educators to protect, read, share, and celebrate banned books, especially those written by Black authors.

Evaluation:

The article offers a compelling perspective on the current surge in book bans across the United States, particularly focusing on the impact on Black readers and educators. Through a critical analysis of the issue, the author highlights the intersectionality of race, censorship, and education. I appreciate the strategies for educators to resist book bans and support Black and LGBTQIA+ students' access to affirming texts. It emphasizes the importance of building diverse classroom libraries and engaging students in critical discussions about censorship. It brings up a good good point about teaching the youth about censorship and its dangers. Additionally, the article celebrates the resilience of Black and LBBTQIA+ youth in response to book bans, emphasizing the importance of centering their voices in discussions about education and social justice.