Democrats have been busy Creating Republicans

We do have problems with book-banning in the United States. There are very real attempts to ban books, including many such attempts at school libraries. As noted by FIRE Legal Director Will Creeley, “There’s always been some amount of book banning, but this is unprecedented. It is a tsunami — it is an avalanche of censorship.”

That said, many people on the "political left" are being disingenuous when they claim that the phrase "book banning" accurately describes the controversy regarding grade-schooler access to books with sexually explicit images, including a book called Gender Queer. In "If I disagree with my liberal tribe, does that make me a conservative? A lot of rhetoric on the left is proving to be unpersuasive — and even alienating," Kat Rosenfield tells us what is really at stake regarding that book, as well as the wider ramifications.  Here are a few excerpts:

The graphic novel “Gender Queer,” a memoir of sexual and gender identity written and illustrated by Maia Kobabe, has been described as the “most banned book in the country.” A flashpoint in the current culture war over the content of school libraries and curricula, it is at once celebrated and despised. Liberal commentators describe it as groundbreaking and essential, a work of art that helps struggling young people to feel seen; conservatives denounce it as pornographic and demand its removal from children’s spaces.

Almost all the objections to “Gender Queer” center on a single page that appears about two-thirds of the way through the book. If you’ve followed this controversy online, you’ve probably seen the illustration in question. If you’ve only heard about it via cable or traditional news, then you probably haven’t — at least not without a censor’s blur in front. This is because the scene depicts a moment in which the protagonist and a partner experiment with a strap-on dildo.... It’s racy. Enough so that the page can’t be shown on TV, not even in the late-night hours when the Federal Communications Commission’s obscenity regulations are relaxed; enough so that I can’t name the sex act in question without playing an elaborate game of charades to avoid running afoul of the Globe’s editorial standards. (Hint: It rhymes with “whoa, bob.”) And while reasonable people can disagree on whether the scene qualifies as pornography per se, the fact that this is a debatable point at all is revealing in its own right. Once you’re haggling over whether an illustrated sex act is dictionary-definition pornographic, surely you’ve already ceded the point of whether it’s appropriate for children.

In a less fractious, less polarized moment, this is where the debate would end. It is possible to imagine a world in which “Let’s not stock the [rhymes-with-whoa-bob] comic book in the middle school library” is not a controversial statement. Alas, we don’t live in that world. Instead, we live in a world where not only are we locked in a stalemate over whether the [rhymes-with-whoa-bob] book belongs in the middle school library, but the way you answer this question determines your side in the culture war at large. That is: If you believe that illustrated depictions of a person getting a you-know-what while wearing a you-know-what are best reserved for adult readers, you must be a conservative . . . or worse.

Objections by parents to “Gender Queer” and other sexually explicit books are frequently characterized in media coverage as stemming from hatred or bigotry. One New York Times article quoted a PEN America director who ascribed the controversy to “anti LGBTQ+ backlash.” Similar criticisms are leveled at the parents’ rights movement that is challenging the teaching of race, gender, and sexuality in US schools.

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FIRE’s Model Legislation Prohibiting Universities from Requiring Faculty Member to Make Loyalty Pledges or Ideological Commitments

In February, FIRE announced its model legislation that would prohibit all political litmus tests by universities, including DEI statements. I am fully in support. Here is a link to the Model Legislation. What follows is an excerpt from FIRE's announcement:

FIRE warned in a statement last year that the First Amendment “prohibits public universities from compelling faculty to assent to specific ideological views or to embed those views in academic activities.” But colleges have not stopped imposing political litmus tests on students and faculty in the guise of furthering DEI efforts.

Vague or ideologically motivated DEI statement policies can too easily function as litmus tests for adherence to prevailing ideological views on DEI.

[In February, 2023 FIRE introduced model legislation that] prohibits the use of political litmus tests in college admissions, hiring, and promotion decisions. Legislation is strong medicine, but our work demonstrates the seriousness of the threat. While the current threat involves coercion to support DEI ideology, efforts to coerce opposition to DEI ideology would be just as objectionable. Attempts to require fealty to any given ideology or political commitment — whether “patriotism” or “social justice” — must be likewise rejected.

To that end, because we are cognizant of the endless swing of the partisan pendulum, FIRE’s legislative approach bans all loyalty oaths and litmus tests, without regard to viewpoint or ideology. In an effort to avoid exchanging one set of constitutional problems for another, our model legislation prohibits demanding support for or opposition to a particular political or ideological view. We believe this approach is constitutionally sound and most broadly protective of student and faculty rights, both now and in the future.

FIRE strongly believes that loyalty oaths and political litmus tests have no place in our nation’s public universities. Given the pernicious threat to freedom of conscience and academic freedom we have seen on campus after campus over the past several years, legislative remedies are worthy of thoughtful consideration. We look forward to further discussion with both supporters and critics about how best to ensure that our nation’s public colleges and universities remain the havens for intellectual freedom they must be.

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Judging the Judging of Modern High School Debates

Why have real debates when the judges can prejudge the debaters on the basis of ideology or identity politics? James Fishback writes at The Free Press: "At High School Debates, Debate Is No Longer AllowedAt national tournaments, judges are making their stances clear: students who argue ‘capitalism can reduce poverty’ or ‘Israel has a right to defend itself’ will lose—no questions asked." An Excerpt:

"Once students have been exposed to enough of these partisan paradigms, they internalize that point of view and adjust their arguments going forward. That’s why you rarely see students present arguments in favor of capitalism, defending Israel, or challenging affirmative action. Most students choose not to fight this coercion. They see it as a necessary evil that’s required to win debates and secure the accolades, scholarships, and college acceptance letters that can come with winning."

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“Schools”

It's cheap and easy to put up a sign saying "School" on the front of a building. It's entirely another thing to run a functioning school. Many of our schools are among our institutions that are being rotted out on the inside. This is permanently hurting millions of people and threatening America's future. From City Journal:

No issue is more pressing in California than education. In late October, the state released scores for the first post-Covid-shutdown state standardized test, conducted earlier last year. The results were horrendous. Less than half of all students who took the Smarter Balanced test—47.1 percent—met the state standard in English language arts, down 4 percentage points from 2018–19. One-third of students met the standard in math, down 6.5 percentage points. Only 16 percent of black students and 9.7 percent of English learners met standards in math.

Not only did test scores plummet; the state’s chronic absenteeism rate has also skyrocketed. The no-show rate leapt from 14.3 percent in 2020–21 to 30 percent in 2021–22. (California defines chronic absenteeism as students missing 10 percent of the days they were enrolled for any reason.) But amazingly, during the 2021–22 school year, data showed that the state’s four-year high school graduation rate climbed to 87 percent, up from 83.6 percent in 2020–21.

How is this possible?

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