Montana education: book challenges and educational censorship

Abstract

This three-article dissertation examines the current sociopolitical phenomenon of book bans, challenges, and educational censorship within Montana's public education system. This research fills a gap within the current body of research by examining the phenomenon in a rural, Republican community. The three articles that encompass this dissertation examine the phenomenon from different perspectives. The first article examines the perspectives of five current high school teachers. Through interviews and novel analysis, this study illuminates the value clash between pedagogical choices and parental rights. Each participant also shared a novel they felt needed to belong within their curriculum despite facing book bans and challenges in other districts. The second article articulates the views of administrators, in-classroom ELA teachers, and librarians to determine if there were similar perspectives on how their individual district handles formal and in-formal book challenges. Despite not reaching a clear consensus between the three groups, this research illuminated the district's need to make choices to help support all employees during the sociopolitical phenomenon. The third article tracked two pieces of legislation through the last Montana legislative session. While one failed, one passed. After a key word analysis on the legislation, the research looked at potential effects and outcomes on public education. Collectively these pieces synthesize the research on educators, administrators, and public education to provide a comprehensive understanding on how book bans and challenges impact public education. It concludes by offering an insight into future policy changes necessary to help educator those working within public education.