Column editors Katharine Covino and Ann David bring the concepts of moral injury and moral traps to the realities of censorship to help teachers make sense of one more reason that this moment is so difficult to navigate.
Cohen Lissman D., Adkins-Cartee M. R., Rosiek J., & Springer S. (2024) Moral injury and moral traps in teaching: Learning from the pandemic. Journal of Moral Education, 53(3), 519–546. https://doi.org/10.1080/030 57240.2023.2237202
Dobbs C. L., Consalvo A., Covino K., David A. D., Emeran C., & Mason P. A. (2024) “Lots of ways to be brave”: A teacher’s guide to facing censorship. English Journal, 113(3), 22–28. https://doi.org/10.58680/ej2024113322
Jameton A. (1993) Dilemmas of moral distress: Moral responsibility and nursing practice. AWHONN’s Clinical Issues in Perinatal and Women’s Health Nursing, 4(4), 542–551.
Levinson M. (2015) Moral injury and the ethics of educational injustice. Harvard Educational Review, 85(2), 203–228. https://www.doi.org/10.17763/00178055.85.2.203
Rush L. S., Ash G. E., Saunders J., Holschuh J. P., & Ford J. (2011) Meaningful and significant texts for adolescent readers: Tensions in text selection policies. In Dunston P. J., Gambrell L. B., Headley K., Fullerton S. K., Stecker P. M., Gillis V. R., & Bates C. C. (Eds.), 60th yearbook of the Literacy Research Association (pp. 336–348). Literacy Research Association.
Sugrue E. P. (2020) Moral injury among professionals in K–12 education. American Educational Research Journal, 57(1), 43–68. https://doi.org/10.3102/0002831219848690