Date of Award
5-2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Teaching and Learning
Committee Chair/Advisor
Dr. Susan Cridland-Hughes
Committee Member
Dr. Jacquelynn Malloy
Committee Member
Dr. Stephanie Madison
Committee Member
Dr. Paul Thomas
Abstract
This study analyzed findings from four data collection pieces with Critical Discourse Analysis, in which participants met in focus groups to discuss their experiences with book bans and curriculum censorship. The five focus groups included Upstate middle school English teachers, Upstate high school English teachers, Upstate middle school librarians, Upstate high school librarians, and participants from the Midlands and Lowcountry of South Carolina. There were two primary research questions and two sub-questions: (1) What do educators and librarians in grades 6-12 say about how power functions in engaging or challenging current curricula and book censorship trends?; (1a) How do middle and secondary teachers and librarians experience these current curricula and book censorship trends regionally across South Carolina?; (1b) How do experienced (4-9 years) and veteran (10+ years) teachers and librarians in middle and secondary schools experience these current curricula and book censorship trends in South Carolina?; (2) In what ways do South Carolina English teachers and librarians advocate for intellectual freedom in the face of increasing book bans and curriculum censorship?
Through four phases of qualitative research based on experiences with censorship in their classrooms or libraries, participants met with their focus groups twice on Zoom (at the beginning and end of the study) to discuss their experiences with book bans and to plan ways to advocate against censorship. Participants also wrote a two-page personal narrative and volunteered for an individual interview. Through qualitative analysis, I listened to the experiences of middle and high school teachers and librarians in public schools in South Carolina. I found differences between regions in South Carolina and years of experience for educators. Findings also illustrated how teachers and librarians felt about censorship, power, advocacy, and agency.
Both teachers and librarians allow students to choose their texts to avoid threats of indoctrination. Regionally, the Upstate reported more restrictions than the Midlands or Lowcountry, though the Midlands had a high-profile case, and the Lowcountry saw an attempt at mass banning. Experienced teachers in all three regions were less likely to resist censorship than veteran teachers since they felt newer to education and worried more about losing their jobs. Overall, educators in South Carolina felt afraid of repercussions and frustrated with vague policies and administrative oversight. Despite the emotional toll, educators found ways to collaborate as they looked forward to advocating together and finding agency in the face of censorship.
Recommended Citation
Gallman, Jennifer, "Mapping Teacher and Librarian Perspectives Through a Qualitative Descriptive Study of Book Bans in South Carolina" (2025). All Dissertations. 3904.
https://open.clemson.edu/all_dissertations/3904