Free the Books! | Jessica Young | TEDxLone Star College

Key Concepts

• Book Banning: The systematic removal of books from school libraries and curricula, often driven by objections to content related to sex, religion, race, gender, or emotions.
• Censorship: The suppression of ideas or information deemed objectionable, often disguised as protection or concern.
• Nuance: Subtle distinctions in meaning or expression, which are lost when complex topics are removed from discussion.
• Empathy: The ability to understand and share the feelings of others, fostered by exposure to diverse stories and perspectives.
• Parents' Rights Movement: A political movement advocating for parental control over educational content, which the speaker argues is often a front for censorship.
• Marketplaces of Ideas: A concept describing libraries as spaces that offer a wide variety of viewpoints and materials for individuals to explore and choose from, rather than dictating what should be read.
• Books as Mirrors and Windows: The idea that books can serve as "mirrors" for children to see themselves reflected and validated, or as "windows" to learn about and understand others' experiences.

---

The Problem: Book Banning in Modern America

The speaker, a children's book author and mother, highlights the alarming rise of book banning in the United States. She notes that children, exemplified by her four-year-old daughter Harper Lee's acceptance of "everyone belongs, even dinosaurs," naturally embrace differences, while adults often "freak out" and censor.

• Scale of the Issue: The U.S. is experiencing the "largest wave of book banning in modern American history."
  • According to Pin America, over 10,000 books were banned in U.S. public school libraries last year alone.
  • This figure represents triple the number from the previous year.
  • Texas is identified as being in the top three states for book bans.
• Reasons for Banning: Many banned books address topics such as sex, religion, race, gender, or simply "feelings." The speaker humorously suggests that if every book causing discomfort were banned, only titles like Goodnight Moon or The Very Hungry Caterpillar might remain.
• Societal Implication: The speaker poses a critical question: "What does it say about us as a society when we fear a novel more than a gun? When we censor stories but not hate."

The Root Cause: Fear, Not Facts

The speaker asserts that these widespread bans are not a result of a "groundswell of concerned parents." Instead, they "often come from small, loud, well-funded groups who rely on fear, not facts." School boards frequently react to these groups with "sweeping removals," sometimes without even reading the challenged books.

• Consequences of Uninformed Bans: When books are removed without proper review, it leads to more than just the removal of physical items:
  • "We're not just banning ideas."
  • "We're banning nuance."
  • "We're banning empathy."
  • "And we're banning the right to choose what's right for our own families."

The Deceptive "Parents' Rights" Movement

The speaker critically examines the "parents' rights" movement, describing it as "censorship disguised as concern, disguised as protection."

• Florida Bill Example: A specific "parent's rights" bill in Florida is cited, which mandates the "immediate removal" of any book challenged for "sexual conduct." This means:
  • One parent can challenge dozens of books.
  • Books are immediately removed from shelves, even before review.
  • These books become inaccessible to everyone instantly.
• Lack of Due Process: Many such bills lack a mechanism for parents to appeal a book's removal, even if they believe their child has a First Amendment right to access the content. The speaker questions if this truly represents "parents' rights."
• Libraries as Marketplaces: She reminds the audience that "libraries are not mandates. They're marketplaces of ideas," offering diverse materials for individuals to choose from. This concept of free marketplaces is presented as a "shared ideal across the aisle."

The Solution: Engage, Discuss, and Act

The speaker shares her personal experience testifying against restrictive bills in Texas and offers her "radical, groundbreaking idea" to combat book banning:

1. Read the book.
2. Talk about it.
3. Ask Critical Questions: Instead of immediately banning, inquire:
   • "Why does this book make me feel uncomfortable?"
   • "What could this book teach my child or me about the world?"
   • "What questions could it open up?"
4. Shift Perspective: Instead of asking, "Is this book appropriate?", ask, "Who might this book help?"

She emphasizes that "every banned book is a door slammed shut," particularly for children seeking hope, truth, or self-understanding. Banning a book for one child means banning it for "the child who needed it most," whether as a "mirror to see themselves or as a window to learn about others."

Actionable Steps for the Community:

• Read a Banned Book: Choose one from a list, read it, and discuss it. Consider starting a "banned book club."
• Speak Up: Attend local school board meetings and ask questions when books are removed, specifically inquiring if reviewers have actually read the books.
• Support Librarians: Recognize librarians as trained professionals who help children find age-appropriate books matching their interests and needs, calling them "our first line of defense against ignorance."
• Embrace Discomfort: Teach children and yourselves "how to be uncomfortable," as "growth does not happen in safe stories. It happens when you're wrestling with hard truths."
• For Writers: Continue writing "hard truths."
• For Teachers: Keep "putting the right book in the right kids' hands."
• For Students: Know that "your story matters."

The Enduring Power of Stories

The speaker quotes the original Harper Lee, who wrote, "The one thing that doesn't abide by majority rule is a person's conscience." She connects this to the role of stories:

• Stories help "form that conscience."
• They help us "know what it's like to live someone else's life."
• They help us "not just raise smarter kids, but kinder ones."

Conclusion: A Call to Conscience

The speaker concludes by asserting a collective responsibility "to conscience, to our kids, to our community, to keep books on the shelves." She calls for raising readers, thinkers, and children who are not afraid of differences but "seek to understand it." The ultimate message is a reaffirmation of inclusivity: "Because when we say everyone belongs, we have to mean it. Even dinosaurs."