“Mirrors, windows, and sliding glass doors.”
Although the experience of reading can be described in numerous ways, Dr. Rudine Bishop’s analogy perfectly captures the essence. Bishop, an Ohio State professor who is regarded as the “mother of multicultural literature,” brilliantly illustrates how stories can serve as windows, offering glimpses into worlds real or fictitious, familiar or peculiar. Books also function as sliding glass doors through the beauty of imagination, allowing readers to experience different realities firsthand. However, in the most profound reading experiences, stories can become mirrors, reflecting emotions, beliefs, and lifestyles similar to those of the readers themselves.
The debate over what students should or should not read in school libraries has grown more widespread and more contentious in recent years. While the initial intention behind these restrictions may seem to be the protection of young minds, the reality is more complex.
“When we restrict what others have access to, we restrict their access to windows, mirrors, and sliding glass doors,” stated NASH Librarian Laura Wienand.
According to PEN America, nearly 60% of banned titles cater to young adult audiences and depict real-world experiences, including grief and death, substance abuse, depression, and mental health. Across the country, some community members believe these topics are too inappropriate for students have access to at school. Others, however, feel that book bans are an infringement on intellectual freedom.
Books present challenging ideas that allow readers to think critically beyond their everyday lives. While providing exposure to different perspectives, books permit students to develop empathy and engage in impactful discussions.
“Those are fundamentally valuable things about books,” expressed Wienand. “They allow us to have perspectives we didn’t have, and then you can decide what you want to do with them.”
According to the American Library Association (ALA), the most frequently targeted books address crucial social issues, including race and historical injustice. Sheltering students from these topics does not erase their presence; rather, it prevents young minds from developing the skills to understand and navigate life.
High school students at North Allegheny read books from various authors and genres during their four years of English. Some of these novels contain difficult topics that allow students to engage in effective classroom discussions.
Alice Walker’s The Color Purple, Margaret Atwood’s The Handmaid’s Tale, and J.D. Salinger’s The Catcher in the Rye are among the books taught to students in North Allegheny English classes. In a nutshell, these novels depict the reality behind oppression, perseverance, and self-discovery. While they contain challenging themes and ugly truths, their historical and social reflections overpower controversy. Banning these books silences the voices that demand an audience and eliminates the tough yet necessary conversations.
This fall, Elise Duckworth, a senior at neighboring Pine-Richland School District, spoke out against a policy that would remove certain books from her school’s library. Duckworth’s courageous stand was covered by the Pittsburgh Post-Gazette. While speaking directly to Board directors, the Pine-Richland senior stressed the importance of books that depict diverse communities and allow students to see themselves represented.
“These books enrich history and diversity in a school that is quite frankly in a bubble,” Duckworth said in a recent interview with The Uproar. “For students that don’t have representation in our schools, maybe they can find representation in reading.”
Duckworth has never feared speaking in front of an audience. Her voice becomes even more amplified when it comes to something she’s passionate about.
“By taking out these books, we limit students from learning diverse perspectives and about people who have lived different lives than us. By reading these hard concepts in schools, students can seek the guidance of teachers to help them understand these hard topics. By taking them out, you are forcing students to be met with very real topics without preparation.”
In October 2023, Pine-Richland School District joined the nationwide debate over the appropriateness of school library books. Fourteen books in the middle and high school libraries were challenged, with Randi Pink’s novel Angel of Greenwood becoming a top discussion point. The historical novel depicts the 1921 Tulsa Race Massacre and highlights strength in adversity and the importance of remembering history. However, in January 2025, as the Post-Gazette reported, school directors voted against including the novel as a ninth-grade text because they felt the content was not challenging enough for the students.
“I have always grown up a reader and surrounded myself with challenging, specifically historical fiction books,” said Duckworth. “History is meant to be learned so it doesn’t get repeated. To hear that books with so much historical importance would be taken out was shocking to me.”
Art is meant to challenge us, render us unsure, and promote reflection on the world outside our window. Of course, some books are clearly inappropriate for young audiences, but censorship all too often prevents understanding and stifles the truth. Instead of restricting a novel, teachers and parents should provide a space for open conversations about complex narratives. Guided instruction would allow students to constructively analyze and interpret challenging material.
Stories aid in navigating the complexities of life. Thus, education should not be restricted but rather encouraged.
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Editors’ note: All opinions expressed on The Uproar are a reflection solely of the beliefs of the bylined author and not the journalism program at NASH. We continue to welcome school-appropriate comments and guest articles.
