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engage students in critical thinking, the timelessness of their themes and the richness of the author’s writing style. They comment in depth upon the novel’s characterizations, conflict, plot, setting, theme, illustrations, curriculum fit, appropriateness to the particular grades and readability. Teachers also evaluate and address any social considerations of the novel. These include the treatment in the novel of age, gender roles, Aboriginal peoples, multiculturalism, gender identity, ability and disability, belief systems, socioeconomic status, violence, ethical and legal issues, humour, safety and language. Books that include potentially controversial or offensive elements may be accepted. The Calgary Board of Education’s guidelines emphasize that “recommended resources should encourage understanding, support positive social attitudes, and promote respect for diversity and human rights ... The intent is not to remove controversy; but rather, flag controversial views and opinions so that teachers and teacher-librarians using this resource can engage students in a discussion of these issues.” Challenging a book makes it a controversial book. No matter how much heat the challenge generates, it ought not to be a factor in the final decision, under the CBE policy. In keeping with this approach, the provincial list of approved titles includes challenged books such as John Steinbeck’s Of Mice and Men, W.D.
The Golden Compass by Philip Pullman (Knopf Books for Young Readers, 1996)
Myers’s Fallen Angels and The Golden Compass. Both the province and the CBE make it easier for teachers to propose titles for approval as support resources. The list is available online to teachers and the public. As titles are vetted and added to the list, the teacher has a growing repertoire of resources to consider. This fact may both motivate and trouble would-be censors. They can monitor what is allowed in the classrooms. However, as more novels are approved, censors may find it increasingly difficult to convince school authorities to strike a title from that list. After all, when the collection is diverse,
FOR A LIST OF BOOKS AND MAGAZINES RECENTLY CHALLENGED IN CANADA
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then almost every book is likely to offend somebody. It makes little sense to whittle the approved list to a meagre few that offend no one. Those who support freedom to read would do well to review their school guidelines. If they are concerned about the existing guidelines, they should raise the issue with the appropriate school officials. Ideally, school systems should be transparent in developing and disclosing guidelines. Advocates can move beyond a goodor-bad discussion by demonstrating that the book not only has literary merit but also fits well within the guidelines. If so, why censor it? While the Calgary Catholic school board initially withdrew The Golden Compass, the board later accepted the recommendations of the review committee and returned the book to their schools. The committee urged teachers to consult instruction guides on the book and use a “carefully planned approach” to teaching the novel. Perhaps the school board recognized that readers, including students, interpret novels in their own way. For example, see the book review by Madison Galloway, who read this novel when she was in Grade 9, on page 36. * Anne Jayne is the chair of the Calgary Freedom to Read Week Committee. She is a writer, lawyer, civil libertarian and bookseller. Darlene Montgomery recently retired from the Calgary Board of Education where she worked for 38 years as a teacher and specialist in secondary English language arts.