Oklahoma's education system has found itself embroiled in fierce debates surrounding censorship and curriculum choices, particularly concerning the inclusion (or exclusion) of various books and materials from school libraries. A prominent figure in this controversy is Summer Boismier, who has emerged as a staunch advocate for unimpeded access to literature, especially titles often labeled as controversial or divisive.
Just last year, Boismier made headlines after she drew attention to her classroom by wrapping her bookshelf with red tape inscribed with the declaration: "Books the state didn’t want you to read." This bold statement was not merely for attention; it reflected her deep concern over restrictive educational laws, particularly Oklahoma's House Bill 1775, which limits the teaching of certain concepts deemed divisive.
The inception of HB 1775 ignited fears among educators across the state. Specifically, this law mandates limits on what can be included within classrooms, causing some teachers to feel pressured to monitor and even restrict their students' access to their own libraries. Just days before the commencement of the school year, Boismier and her colleagues were cautioned about potential sanctions should they fail to comply.
Despite the risks, Boismier felt compelled to act decisively. She thought it was imperative her students understood her stance against what she termed "state-sanctioned bigotry." Her actions weren't simply rebellious; they aimed to provide support and access to literature for her students, which they might otherwise be denied. To strengthen this commitment, she offered her students QR codes linking them to the Brooklyn Public Library, where they could securely access many of the banned titles from Oklahoma's curriculum.
Fast forward to August 2024, and the consequences of Boismier's activism became stark. Responding to her public stances, the Oklahoma State Board of Education (OSBE) voted unanimously to revoke her teaching license, effectively stripping her of her role within the state's educational system. Despite having already resigned from her position and transitioning to the Brooklyn Public Library due to personal safety concerns following threats she received online, the board's decision signified how far-reaching the fallout could be for educators standing up against censorship.
But this setback hasn't dissuaded Boismier from her mission. She remains committed to advocating for literary freedom and inclusivity, stressing how the accessibility of stories shapes students' identities. She stated, "It’s not about the books. It's about the lives they reflect and represent." Through this lens, Boismier highlights the significance of representation of LGBTQIA+ and BIPOC communities within literature, particularly for young readers seeking to find themselves reflected within the stories they encounter.
When addressing the broader issue of censorship, Boismier cautions against viewing it as merely localized to red states. Rather, she encourages collective action nationwide, referring to the situation as "a five-alarm fire" requiring urgent attention from all educators, parents, and activists to safeguard students’ rights to diverse narratives.
Boismier's plight is but one thread within the larger narrative of educational censorship sweeping across various states. Comprehensive examination of these developments reveals not just the struggles over book bans but also the impassioned responses, as many educators and parents advocate for the right of children to access books irrespective of their content.
The tension surrounding Oklahoma's educational policies raises pertinent questions about the broader aims of education itself. Should curricular decisions reflect local or state beliefs? Or should they advocate for comprehensive representation, allowing students to explore different perspectives and backgrounds? Summer Boismier's fight against censorship serves as both catalyst and reminder, urging us to examine how these pivotal debates on free expression will shape the educational experiences of future generations.
