Download
1 / 14
140 likes | 143 Views
Examining censorship in schools, including controversial books, sex education, racial and religious hatred, and labelling. Discussing the importance of censorship for child safety and education. Connecting with other topics explored in the term.
E N D
Week 2: Handyside v UK. • Charged and convicted for having possession of obscene books entitled The Little Red Schoolbook for publication for gain. • The book was written by two Danish school teachers, providing a guide for children into the adult world and how they might challenge societal norms. • For example: “Maybe you smoke pot or go to bed with your boyfriend or girlfriend – and don’t tell your parents or teachers, either because you don’t dare to or just because you want to keep it secret. Don’t feel ashamed or guilty about doing things you really want to do and think are right just because your parents or teachers might disapprove. A lot of these things will be more important to you later in life than the things that are ‘approved of’” • It was found that the book was likely to ‘deprave and corrupt’ and not for the ‘public good’, particularly because the intended reader would be below the age of consent.
Sex Education • Review your sex education at school. How would you change it? • Did your school incorporate homosexuality into sex education? • If you were designing national curriculum guidelines on sex education, what would they be?
Racial and Religious Hatred • “There are two schools of thought on this: that the material is offensive and must be removed; or that it should be kept but classified as racist and offered alongside opposing viewpoints: this would allow borrowers to draw their own conclusions regarding the material” (Taylor and McMenemy 155) • Which school of thought do you ascribe to?
Labelling • Review labelling, an action taken after challenges. • Do you believe that labelling books that have been challenged in libraries is a “slippery slope” towards censorship?
Group Activity Circle the room in 4 groups spending 5 minutes with each question below, discussing and making notes of your ideas. You could take a picture of the 4 boards when the activity is complete to help with blog posting.
To what extent is it necessary for schools to censor in order to keep pupils safe yet well-educated?
What does ‘safeguarding’ children in schools mean in relation to censorship?
Critically explore some possible materials that schools have and have not censored, and the extent to which such censorship is justified.
Can you draw any connections to the other sessions and topics explored this term?
Student Conference • Where are we with preparations? • Any questions?
Student Conference • Self-censorship in online feminist discourses – Cindy, Keren, Wendy • What motivates censorship using a law and psychoanalysis – Naomi, Lena, Tam • “State Censorship” – Bisma, Sonia, Jenny, Tara • Censorship, education and feminism – Lewis, Ibrahim, Leigh-Ann, Rachel • Contemporary Censorship – Emily and Su • Does anyone not have a group?
Student Organisation • Programmeetc – Keren, Wendy, Cindy • Filming – Yinsu, Jenny, Tara • Publicising – Sonia, Bisma • Setting up on the day – Emily, Naomi, Tam, Lena, Ibrahim, Lewis • Guest Lecture Admin – Rachel, Leigh-Ann • Has everyone got a role? • What has been done so far?
Workshop • Was anyone planning to come along? • Wednesdays 18.00-19.00 R3.41
