Note: I try and keep the plates spinning in Newport-Lincoln County, where I live, write and work. So, this piece came out in the rag, The Newport News Times, a Wednesday and Friday newspaper sucking wind for sure, but still, a newspaper. This is what the community standards can take, so after this piece, I’ll comment, take out the machetes, and blaze through what it really means, Banning Books (ideas/curricula/discussion/debate/protest/public displays/thinking) .
I cut my teeth in El Paso as a graduate TA teaching English – writing, composition, remedial reading, literature – in the early 1980s. That’s when librarians were robust, gutsy and on the front lines of free speech. They helped develop library materials and organize talks around Banned Books Week (September 26 – October 2).
I also peddled stories and books as a fiction writer, and I was the Sunday book reviewer for the El Paso Times. My raison d’être was to make sure my writing and everyone else’s was made available to me, my students and my colleagues.
Throughout the next forty years, I’ve headed up talks and readings celebrating diverse voices and works from people outside the Eurocentric dominant force in our traditional K12 and higher education arenas. Books by Caribbean, Mexican, South American, Central American, Native American, Iranian or Ethiopian writers were not just curiosities. For many of my students, reading Sandra Cisneros, Edwidge Danticat, Sherman Alexie or Zora Neal Hurston created a deep and long-lasting interest in their own cultures, in education, in lifelong reading and in bringing into focus the power of their own identifies reflected in others’ writing.
This year’s banned book week is tantamount to motivating as many people as possible to understand active and passive censorship.
There are entire lists of books removed from high school libraries. There are all kinds of books that are targets of school boards, parents groups, religious groups and political advocacy committees. As a writer, I know my published words are not always appreciated by a variety of readers. I write with many hats on, and in that capacity, I am able to cross the Rubicon many times: from poetry, to fiction, to essays, to polemics, to blogs, to traditional journalism, and more.
I’ve faced down bigotry and hate for books I have put on my syllabi. I have had people walk out of my readings and those of more important people like Winona LaDuke or Tim O’Brien. Walking out is one’s right, and so are bigoted diatribes.
However, stopping the publication of books and demanding books be removed is not a right. I was teaching at a state community college in Washington when I faced a student who demanded I give her an alternative text for – The Fight Club. Ironically, we looked at various themes in that book, and the writer, Chuck Palahniuk, was coming to town and opening himself up to talking with my students.
That English class included other books that got under the skin of other students and/or their parents (mind you, this was a college class, not a religious school). Bringing writers to campus and having students read their books is part and parcel what educators must do to open minds and create critical thinking.
College deans, department heads, provosts and even presidents must protect that right of freedom to read.
Yes, students in high school have a right to have a history teacher assign Howard Zinn’s People’s History of the United States. Or a film teacher has a right to assign her under-18-year-old students, I Am Not Your Negro and Exterminate All the Brutes to delve into filmmaker Raoul Peck’s work.
Reading Fahrenheit 451 and then comparing Raymond Bradbury’s work to François Truffaut’s 1966 version or the 2018 adaptation directed by Ramin Bahrani is vital to learning. Today, cancel culture rests in identarian politics.
Misinformation campaigns around the 1619 Project or what “critical race theory” are ongoing. This muddies the water of opening up critical thinking skills for both educators and students.
In Amusing Ourselves to Death, Neil Postman posits the future would look similar to the one depicted in Aldous Huxley’s dystopian novel, Brave New World. Postman explains that the only way to avoid this fate is to see and question what we’re seeing rather than blindly trusting the media.
Others predict a world unfolding closer to 1984, the George Orwell’s classic. Others might choose to riff with and analyze Margaret Atwood’s Handmaid’s Tale. All those books have been put on some school district’s banned book list: driven by a fervor seated in xenophobia, lack of understanding of what literature is, and deeply held conservative beliefs.
Cancelling out books is akin to burning them. We all know where that led the world. This year’s theme — “Books Unite Us. Censorship Divides Us.”
All right, then, end of the Op-Ed for the newspaper that is in a pretty typically odd community, though Newport does have that “dichotomy”: lots of professors and researchers at the Oregon State University Hatfield Marine Sciences center, and the NOAA team posted here, and, those people from Oregon who have a few college degrees who ended up with summer homes here, now turned into full-time homes AND then the service economy, the logging industry, the fishing industry. You have to look at that, too, which is the divide in America, partially self-directed, and certainly directed by the elites, the billionaire class, the military-media-propaganda overlords.
When you see red vs blue, when you see cultural wars and the religious zealotry of the Christians, and when you have K12 so flagged and flogged, so vapid of real learning, real community- based learning, real critical thinking, then we get these divides. And, while the beautiful people, the managerial class, those in the upper income brackets far away from us, in the 80 Percent, well, they may have some Buddhist retreat or outward bound or special science camp to send their young ones, the reality is they especially, and those of us in the 80 percent, have adults and then youth and then each new brood epigenetically forced into sheeplehood and ignorance of who the enemy is, as Ralph Nader put down here:
If you think elementary, middle, and high school students know too little history, geography, and government, try asking them about the corporations that command so many hours of their day, their attention, what they consume, and their personal horizons.
Howard Zinn published A Young People’s History of the United States (2009), to go with his best-selling pioneering work, A People’s History of the United States (1980), but he didn’t do justice to all the modern corporate controls of just about every facet of American life, including educational institutions.
Today, school children are engulfed by corporate apps and software, textbooks biased toward the corporate definitions of an economy, and myths about “free markets.” For years free school materials and videos produced or sponsored by business groups, including the coal and nuclear industries, have flooded elementary classes. Our report: Hucksters in the Classroom: A Review of Industry Propaganda in Schools by Sheila Harty (1979), documented this mercantile assault on education. Students even take tests designed by corporate institutions. (DV– “Teach Youngsters about Corporatism’s Harms”)
Yes, this lack of disclosure and exposure around how curricula and school junk and colleges and university endowments are predicated on what the rich, the powerful, the gigantic, the corporations, the MIC want included and not included in teaching, books, materials, etc., it might even been worse than that.
To the left of this piece is a list of DV-recommended books. I’ve read many, and I’ve written two of them. Few people I know, however, read books, and those they do, are insipidly bad, soap opera porn, feel good and how to do/be/see/eat/cook/make money books.
Fiction, and hardcore deeply researched and lived books on China, on Mexico, on all those countries that are shit-holes in the eyes of Biden/Trump/Lesser Evils, they aren’t read by the so-called managers of democracy, the administration, the honchos-as appointed to all those governmental positions. The books aren’t read by the generals or the CEOs.
The books on really the core of the problems globally and locally are not read by the people who need to be taken to the woodshed for a real tutelage of the mind by the people who live in, say, North Korea, and know the language and have books with 80 pages works cited and endnotes.
The Zuckerberg, the USA Today, the ticker-tape of Fox-UnNews and CNN (Clinton/CIA UnNews Network) and then all the followers in media looking for less gray, fewer second and third page jumps, they are part of the problem of killing knowledge, curiosity, deep thinking and robust public arena smart dialogue.
Echo chambers, sure, the have always been there, especially if you end up in groups like the Chamber of Commerce or any group that pushes a group-think and allegiance to a narrow (usually pro Capitalist/pro Business/pro USA/ pro Empire mentality.
It only gets worse, this banned books concept. The reality is that the Newport News Times would NEVER run a piece, a long one, on people (let’s give them degrees and long titles and decent worldviews) who might be looking into lockdowns, the legality of lockdwons/lockups, the origin of DARPA jabs, the history of USA bio-poison-toxin weaponry research). NEVER.
Putting my byline on that too, as a journalist, would subject me to threats, death threats, deplatforming, and probably termination. I’d not get gigs teaching (there are not many) at the local community college. Even if I wrote the piece as traditional long-form journalism, pulling in too-man-to-count experts on virology, on vaccines, on medical procedures, on the history and politics of medicine and bioweaponry research and the illegal doings of the Big Pharma. Nope.
So, that is a form of banned books, vis-a-vis the gatekeepers, those community standards, all those aspects of Edward Bernays and Josef Goebbels concocted 9 Forms of propaganda, the one that marketers really utilize, BandWagon.
I’ll list more of those techniques below. But, again, it is what isn’t taught, what isn’t allowed, what isn’t debated, what isn’t filmed/acted/written about that is what signifies as a ban. Think of all the books that were written, and alas, those are now gone, gone, gone.
The person who controls the spigot, the information channels, the medium for the messages, controls the narrative. Having Americans unlearn all the bad things, all the insipidly racist, retrograde, misogynistic, xenophobic, anti-people of color shit that comes across the desks of teachers, educational planners, curriculum designers and then into the folders and Google Chromebooks, that is a huge task.
Bad habits die hard, or long.
We need a 12-step program for re-centering this generation so they can breed the next and they the next of real thinkers. And I am not just come fly on the wall, or Pollyanna. I have fought hard in the colleges and universities and newsrooms and social work domains for a real sense of social justice, but also deep knowledge based thinking, and what I have come across is the dumb-downing of everything.
Sure, we can listen to Henry Giroux and Chris Hedges, but again, they’re two elites in their fields (millionaires with a small “m”). They never interview or have on their shows lesser known or unknown people on who might set the record straight.
While Hedges goes after/attacks the celebrity culture, he is still colonized by it in some form, always going to the person with laurels and with titles and books.
Yes, this a good interview, but I guarantee few like me will watch is, and the elites will never watch it:
Then, sure, Giroux and Hedges get to some facts, but again, they go for the Republican Party and the Conservatives and Rightwing Racists as their whipping posts.
They are far from knowledgeable around how poorly placed those Democrats are, those mandate fuckers, all those incredibly bad nightmarish Democratic Governors are.
CH: Welcome to On Contact. Today, we discuss the age of manufactured ignorance with the scholar, Henry Giroux.
HG: Power, when it’s invisible, becomes all the more powerful, to use that term. But I think there are two issues here for me about neoliberalism in relation to your question, that are really central. One is it operates off the assumption that there’s no such thing as social problems, that there are only individual problems. And this notion that we’re ultimately and individually responsible for everything that happens to us literally depoliticizes people because it makes incapable of translating private issues into larger, systemic considerations. So there’s this question of this really putrid notion of market-based individuals, and this inability to translate and bring together, and connect issues that would give people a full understanding of the world in which they live in, what they may be able to do about it. Particularly as it affects their everyday lives.
Yes, so much more could be written about what isn’t in the curriculum, how British Petroleum (BP, the new marketing tool after the blowout of millions of gallons of crude in the Gulf of Mexico — Deep Horizon, anyone?) designed the geology and other sciences curriculum in California. Monsanto gives money to Washington State University, so you think those departments are going to have an easy time of challenge Round-up and GMOs?
Come on — I was in Spokane, wrote about this stupidity, and alas, this is a form of censorship that takes place and never makes the news like Michael Pollan did:
A book chosen by a Washington State University committee as appropriate food for thought for all incoming freshmen will not be distributed at summer orientation after a member of the board of regents raised concerns about the work’s focus on problems associated with agribusiness.
WSU’s president said the decision to halt the “common reading” program was related to the university’s financial crisis.
In “Omnivore’s Dilemma: A Natural History of Four Meals,” author Michael Pollan discusses the social, political, moral and environmental implications of the food people eat.
A selection committee picked the book for this year’s WSU common reading program, which provides freshmen with a work that crosses academic disciplines and can be incorporated into study throughout the year. (source)
UPDATE: Washington State University reinstates freshman reading of ‘Omnivore’s Dilemma’
Imagine, all those books taken off the shelves of public libraries. This is not just a ban To Kill a Mockingbird moment.
This is not silly, either, and Banned Books week does what it does, for sure, but, again, would Ward Churchill be invited to campus to read from one of his books, or the essay that got him un-tenured?
…what I think we’re witnessing fifty years on is consolidation of precisely the kind of entity extolled by then-U/Cal Berkeley president Clark Kerr in his 1963 book, The Uses of the University. For those unfamiliar with the tract, Kerr likened what he preferred to call “multiversities” to governmentally/corporately-owned factories—albeit, “knowledge factories”—wherein managers such as himself employed to oversee a worker force—the faculty—whose job it was to convert raw material—that is, students—into the finished product or products desired by the owners, all with maximal efficiency. Sound familiar? (Churchill)
Top 10 Most Challenged Books of 2019
View the Censorship by the Numbers infographic for 2019
The ALA Office for Intellectual Freedom tracked 377 challenges to library, school, and university materials and services in 2019. Of the 566 books that were targeted, here are the most challenged, along with the reasons cited for censoring the books:
George by Alex Gino
Reasons: challenged, banned, restricted, and hidden to avoid controversy; for LGBTQIA+ content and a transgender character; because schools and libraries should not “put books in a child’s hand that require discussion”; for sexual references; and for conflicting with a religious viewpoint and “traditional family structure”
Beyond Magenta: Transgender Teens Speak Out by Susan Kuklin
Reasons: challenged for LGBTQIA+ content, for “its effect on any young people who would read it,” and for concerns that it was sexually explicit and biased
A Day in the Life of Marlon Bundo by Jill Twiss, illustrated by EG Keller
Reasons: challenged and vandalized for LGBTQIA+ content and political viewpoints, for concerns that it is “designed to pollute the morals of its readers,” and for not including a content warning
Sex is a Funny Word by Cory Silverberg, illustrated by Fiona Smyth
Reasons: challenged, banned, and relocated for LGBTQIA+ content; for discussing gender identity and sex education; and for concerns that the title and illustrations were “inappropriate”
Prince & Knight by Daniel Haack, illustrated by Stevie Lewis
Reasons: challenged and restricted for featuring a gay marriage and LGBTQIA+ content; for being “a deliberate attempt to indoctrinate young children” with the potential to cause confusion, curiosity, and gender dysphoria; and for conflicting with a religious viewpoint
I Am Jazz by Jessica Herthel and Jazz Jennings, illustrated by Shelagh McNicholas
Reasons: challenged and relocated for LGBTQIA+ content, for a transgender character, and for confronting a topic that is “sensitive, controversial, and politically charged”
The Handmaid’s Tale by Margaret Atwood
Reasons: banned and challenged for profanity and for “vulgarity and sexual overtones”
Drama written and illustrated by Raina Telgemeier
Reasons: challenged for LGBTQIA+ content and for concerns that it goes against “family values/morals”
Harry Potter series by J. K. Rowling
Reasons: banned and forbidden from discussion for referring to magic and witchcraft, for containing actual curses and spells, and for characters that use “nefarious means” to attain goals
And Tango Makes Three by Peter Parnell and Justin Richardson illustrated by Henry Cole
Reason: challenged and relocated for LGBTQIA+ content
And so it goes. Imagine all the ideas stopped and flailed and all the books never written but should have been written. Imagine all the ignorance peddled by marketers, publishers, media, government, corporations. Imagine all the harm done with these lies. Wars and genocide, started and perpetrated because of knowledge and thinking bans. You think Turkey wants the Armenian Genocide in their k12 history books. Israel and the Nakba in their books? The Nanjing Massacre or the Rape of Nanjing in those Japanese books? Right!
Planned obsolescence and perceived obsolescence used to be taught by yours truly around the consumer/retail war, the Story of Stuff. Planned and perceived obsolescence is now really agnotology, and the erasing of people, the caste systems being set loose and the Fourth Industrial Digital Gulag Revolution. No little newspaper like the one in my county will deal with these topics. Why should it when the reality is giant schools like WSU try a ban, or the papers of record, the big ones, throughout the land, to include the NYT and WaPo are in so many ways rotten to the core, in the service of the Military Congressional Industrial Complex and the billionaires and giant corporations.
Onward, to the propaganda, those Mad Men/Mad Women and the USA and EU and Capitalists Murder Incorporated!
The post Banning Books is just One Form of Closed Mindedness, Closed Democracy first appeared on Dissident Voice.
This content originally appeared on Dissident Voice and was authored by Paul Haeder.