Date of Award

Spring 2026

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Elizabeth Currin

Abstract

As a high school English teacher in South Carolina, I was concerned about the silencing of teachers and students through book banning, which limited students’ agency and threatened their perceptions of themselves and others. This mixed-method, embedded-design, action research dissertation tells the story of my effort to resolve this problem of practice and provides recommendations to practitioners facing similar challenges. To better understand the root of the problem, I examined research related to policy, self-censorship, loss of teacher autonomy, and harmful rhetoric. The theoretical framework grounding this study came from two primary lenses: treating literature as windows, mirrors, and sliding glass doors (WMS) and prioritizing culturally and historically relevant teaching. Secondary lenses derived from progressive education, social cognitive theory, and an ethic of care. Implementing an intervention aligned with these concepts, I posed three research questions: How does WMS literature impact students’ perceptions of themselves, others, and me as their teacher? How does WMS literature impact student agency? How can I negate the forces of outside and self- censorship to employ WMS instruction in collaboration with my students? Focusing on AP Lit students, I collected four datasets: (a) survey responses with individual narratives, (b) digital artifacts, (c) interview transcripts with notes, and (d) creative artifacts with personal narratives. My findings indicate the need for visibility, voice, choice, and shared commitment to social justice. In addition to applying these insights to my practice, I invite other teachers and librarians to join me in this fight against censorship.

Rights

© 2026, Alicia Sue Weaver

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