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Trusting Teachers: Resisting Censorship and Recognizing Euphemisms in Educational Policy and Curriculum Development

Trusting Teachers: Resisting Censorship and Recognizing Euphemisms in Educational Policy and Curriculum Development
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Author(s): Anna Waugh (Texas Woman's University, USA) and Carol Revelle (Texas A&M University, Commerce, USA)
Copyright: 2020
Pages: 37
Source title: Incorporating LGBTQ+ Identities in K-12 Curriculum and Policy
Source Author(s)/Editor(s): April Sanders (Spring Hill College, USA), Laura Isbell (Texas A&M University, Commerce, USA) and Kathryn Dixon (Texas A&M University, Commerce, USA)
DOI: 10.4018/978-1-7998-1404-7.ch009

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Abstract

In this chapter, the authors explore a single case study where the graphic novel anthology Love is Love was censored at a Texas high school. When the teachers sought engaging texts on topics directly affecting their students' lives, they were astonished when the entire graphic novel set was removed two days before the unit began. What ensued was a complete disregard for district policy, euphemism-riddled language and deceit to hide the anti-LGBTQ+ views of leadership, and the distrust in teachers as curriculum planners. The events led to the district creating a new, stricter policy for texts not already approved by the district. The authors explore research that makes it clear: students perform better in all the language arts when their teachers modified, changed, and developed the curriculum based on the students' needs, including providing diverse and high interest materials to support student learning.

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