Year

2026

Season

Spring

Paper Type

Doctoral Dissertation

College

Silverfield College of Education and Human Services

Degree Name

Doctor of Education in Curriculum and Instruction (EdD)

Department

Education

NACO controlled Corporate Body

University of North Florida. Department of Teaching, Learning and Curriculum

Committee Chairperson

Dr. Paul Parkison

Second Advisor

Dr. Elizabeth Hale

Rights Statement

http://rightsstatements.org/vocab/InC/1.0/

Third Advisor

Dr. Cristy Sellers

Fourth Advisor

Dr. Brian Zoellner

Department Chair

Dr. Kim Cheeks

College Dean

Dr. Stephen Dittmore

Abstract

This study examined the instructional, curricular, and school climate impacts of book censorship on Black women secondary English Language Arts teachers, exploring how they navigate and/or resist content restrictions. Using educational criticism and portraiture, this qualitative study captures the nuanced narratives of these educators. Grounded in Bourdieu’s Field Theory, along with Culturally Relevant Pedagogy, Historically Responsive Literacy, Mirrors, Windows, and Sliding Glass Doors, and Cognitive Pluralism, the research addresses the following questions: How do Black women teachers describe the influence of recent book bans on their curriculum choices? In what ways do their identities shape their responses to censorship? Data collection includes in-depth interviews, curriculum documents, and the Florida Benchmarks for Excellent Student Thinking (B.E.S.T.) reading list. The findings showed that surveillance from authority diminished their professional autonomy, the participants engaged in creatively resisting and responding to censorship policies, and the participants drew upon their identities and pedagogical commitments to maintain culturally responsive practices despite limitations. Teachers also discussed the emotional toll associated with the enforcement of the censorship policies as well as maintaining students’ access to diverse texts. This study contributes to the growing body of work on censorship, centering on Black women’s voices, and equity in education by highlighting the voices of Black women educators and their strategies for navigating or resisting a politically charged educational climate.

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