Rooted in protectionist discourses, would-be censors regularly frame censorship and book challenges as defenses against portrayals of deviance and social ills. Such concerns often feed into social control of community values and moral panics around the degradation of children’s presumed innate innocence. In this study, we investigated perceptions of public K-12 educators regarding the inclusion or exclusion of controversial materials in schools. We found that the “parent phone call” both served to define what constituted controversial materials and constrain educators’ professional decision making. Although the rare teacher used parent phone calls as opportunities to educate parents about curriculum, the majority of educators avoided instructional practices that might elicit such a phone call, thus engaging in self-censorship and moral entrepreneurship as rule enforcers.

中文翻译：

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“我不会带来任何可能受到挑战的东西”：作为道德教育者的教育者

潜在的审查员植根于保护主义的话语中，经常对审查制度进行框架设计，并提出各种挑战，以抵制对背离和社会弊端的描述。这些担忧通常会导致社会对社区价值观和道德恐慌的控制，围绕着儿童假定的天真的无辜现象的恶化。在这项研究中，我们调查了公众K-12教育者对学校中是否包含有争议的材料的看法。我们发现，“家长电话”既可以定义构成争议材料的内容，又可以限制教育工作者的专业决策。尽管很少见的老师将家长打来的电话作为向父母教育课程的机会，但大多数教育工作者避免了可能引起这种打来的教学方式，