Is Censorship the Answer? Op-ed

The following is an op-ed piece by Mayann Francis, executive director of the Nova Scotia Human Rights Commission.

Is Censorship the Answer?

When I reflect on recent history and the threats to freedom in other parts of the world, I am grateful to live in a free and democratic society. The recent elections in Zimbabwe, widely criticized for being unfair, witnessed harsh censorship of the press. Many Zimbabweans were intimated with violence because of their voting preference. Ken Sarawiwa, a Nigerian poet, was killed because he dared to speak out against a military dictatorship. While Canada is a free country, it also has problems. In our own province, the Jones-Derek decision shocked many people, including civil libertarians, academics, legal experts and community groups who viewed the verdict as a threat to freedom of expression.

Section 7 of the Nova Scotia Human Rights Act deals with published material. Subsection 2 notes that "nothing in this Section is deemed to interfere with the free expression of opinion upon any subject in speech or writing."

Limits to freedom of expression must be carefully weighed in open societies. People may be confused about justifiable limits to such freedoms and confuse them with efforts to promote politically correct language. Political correctness seeks to modernize language so that it becomes inclusive and respectful of difference.

In my opinion, a recent recommendation to ban certain books from the classroom in Yarmouth does not constitute a justifiable limit to freedom of expression. We should be asking ourselves for what purpose the language in these books is being used. If it is used to deliberately denigrate a group or class of people then, yes, I believe people should speak out against its use. If, on the other hand, the language is intended to stimulate respectful analytical discussion and dialogue which brings about positive change and understanding, then why would we not want to encourage healthy debate?

Of greater concern to me is whether or not teachers are equipped to lead discussions involving controversial material in such a manner that the interests of all students are taken into account. Are teachers sensitive and knowledgeable about the potential negative impact on the students of the manner in which material is taught?

Whether consciously or not, we all carry within us our own prejudices and biases. Many of us do not even recognize our own baggage. Are the teachers who challenge affirmative action programs in teacher hires the same ones who will be using textbooks that may make aboriginal, African Nova Scotian or students who have recently emigrated to Canada uncomfortable? Do student teachers receive rigorous training in cross-cultural understanding? Are they tested to find out where their biases and prejudices lie?

The solution is not to ban books from the curriculum or reading list. Once this happens then the floodgates open. How will we respond when someone challenges the use of anti-racist training materials in a classroom because it makes them feel uncomfortable? Will the answer be to ban the training materials? Or would it be more productive to ensure that those delivering the materials are adequately trained and supported to do their job well?

Attention must be given to those young African Nova Scotians who have recently graduated as teachers. For years the complaint of the African Nova Scotian community and some white school officials was that the school system does not have enough Black teachers. The question was, how do we change this?

Universities searched for ways to heighten recruitment through aggressive outreach to affected communities. The next and biggest challenge is how to get them into the classroom?

If innovation is used to challenge the status quo in the hiring process and these young Black teachers are able to secure teaching positions, they most probably will be challenged by their colleagues: "Did you get your contract because you are Black?" "How come you have been offered a contract and I have been working without one for two years or longer?" "You do not have enough teaching experience!" This is the environment young Black teachers may face.

In the fight against racism and discrimination, battles must be carefully selected and fought. It is better to look for the long- term positive affects of a battle fought with allies than to take on the knee-jerk, short-term result of fighting a losing battle with no allies. Teachers who are using books that may be controversial must be examined on their ability to deliver the material in a way that will stimulate discussion in a safe environment and asked why they selected these works. Young African Nova Scotian teachers must be supported by the community and school officials as they enter the teaching profession through innovative steps. If the same teachers who use controversial literature challenge the right of young Black teachers to be in the classroom do they have the sensitivity required to deliver the material appropriately?

Censorship and denial of freedom of expression are not the answer.