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We tackle complex ideas across a range of subjects and draw on research from Oxford University.

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Roald Dahl's children's books are being rewritten to remove language deemed offensive by the publisher Puffin.

Puffin has hired sensitivity readers to rewrite chunks of the author's text to make sure the books "can continue to be enjoyed by all today", resulting in extensive changes across Dahl's work.

Edits have been made to descriptions of characters' physical appearances. The word "fat" has been cut from every new edition of relevant books, while the word "ugly" has also been culled, the Daily Telegraph reported.

Augustus Gloop in Charlie and the Chocolate Factory is now described as "enormous". In The Twits, Mrs Twit is no longer "ugly and beastly" but just "beastly".

Hundreds of changes were made to the original text - and some passages not written by Dahl have been added. But the Roald Dahl Story Company said "it's not unusual to review the language" during a new print run and any changes were "small and carefully considered".

In The Witches, a paragraph explaining that witches are bald beneath their wigs ends with the new line: "There are plenty of other reasons why women might wear wigs and there is certainly nothing wrong with that."

In previous editions of James and the Giant Peach, the Centipede sings: "Aunt Sponge was terrifically fat / And tremendously flabby at that," and, "Aunt Spiker was thin as a wire / And dry as a bone, only drier."

Both verses have been removed, and in their place are the rhymes: "Aunt Sponge was a nasty old brute / And deserved to be squashed by the fruit," and, "Aunt Spiker was much of the same / And deserves half of the blame."

References to "female" characters have disappeared. Miss Trunchbull in Matilda, once a "most formidable female", is now a "most formidable woman".

Gender-neutral terms have been added in places - where Charlie and the Chocolate Factory's Oompa Loompas were "small men", they are now "small people". The Cloud-Men in James and the Giant Peach have become Cloud-People.

Puffin and the Roald Dahl Story Company made the changes in conjunction with Inclusive Minds, which its spokesperson describes as "a collective for people who are passionate about inclusion and accessibility in children's literature".

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Alexandra Strick, a co-founder of Inclusive Minds, said they "aim to ensure authentic representation, by working closely with the book world and with those who have lived experience of any facet of diversity".

A notice from the publisher sits at the bottom of the copyright page of the latest editions of Dahl's books: "The wonderful words of Roald Dahl can transport you to different worlds and introduce you to the most marvellous characters. This book was written many years ago, and so we regularly review the language to ensure that it can continue to be enjoyed by all today."

A spokesperson for the Roald Dahl Story Company said: "When publishing new print runs of books written years ago, it's not unusual to review the language used alongside updating other details including a book's cover and page layout. Our guiding principle throughout has been to maintain the storylines, characters, and the irreverence and sharp-edged spirit of the original text. Any changes made have been small and carefully considered."

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Roald Dahl books rewritten to remove language deemed offensive

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Augustus Gloop now 'enormous' instead of 'fat', Mrs Twit no longer 'ugly' and Oompa Loompas are gender neutral

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Judy Blume Scoffs at Roald Dahl Books Being Rewritten for Offensive Language: ‘I Don’t Believe in That’

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As one of the most widely banned authors in American history, Judy Blume has some opinions on censorship. In an interview for the cover of Variety’s Power of Women issue, the legendary author…

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No one needs to tell Salman Rushdie about the cost of free speech.

In 1989, Rushdie's novel " The Satanic Verses" triggered the ire of Iranian leader Ayatollah Ruhollah Khomeini, who called for the writer's death.

Protests against Rushdie's novel ignited violent attacks against bookstores across the world, and the book was later banned in such countries as Bangladesh, Sri Lanka and Sudan.

Even those safety precautions were not enough to prevent a nearly fatal attack on Rushdie in the summer of 2022 while he was on stage at a literary festival in western New York. Rushdie was stabbed repeatedly and eventually lost an eye.

In his first public appearance since the attack, on May 18, 2023, Rushdie, 75, accepted an award for his courage at the annual gala of PEN America, a nonprofit literary group that is in the middle of a fight in Florida over attempts to restrict access to books primarily involving race and LGBTQ+ identities.

During his brief speech, Rushdie said the attacks on books and teaching and even libraries have "never been more dangerous and never been more important to fight."

"Terrorism must not terrorize us," Rushdie said. "Violence must not deter us."

Over the years, The Conversation U.S. has published numerous stories exploring the wave of attempts to ban certain books from public schools and how those attacks on free speech teeter on the edges of constitutionality - and potential violence. Here are three selections from those articles.

1. Outdated beliefs about how children read

Trisha Tucker teaches a class on banned books at the University of Southern California and explained that attempts to ban books are "frequently motivated by misapprehensions about how children consume and process literature."

Research shows that children's reading experiences are "complex and unpredictable."

"Their interpretation of books is informed by their personal and cultural histories," she wrote, "and those interpretations may change over time or when readers encounter the same stories in different contexts."

Read more: Book bans reflect outdated beliefs about how children read

2. A lack historical knowledge weakens a strong democracy

Since it began keeping tally in 2021, PEN America has counted more than 4,000 instances of book banning in the U.S.

Those banned books range from Toni Morrison's "Beloved," a fictional tale of freed enslaved people, to Anne Frank's "Diary of a Young Girl", a nonfiction account of a Jewish girl's life under Nazi occupation.

As director of two human rights programs at Penn State and the grandchild of Holocaust survivors, Boaz Dvir knows firsthand about the danger of efforts to limit students' access to book and courses about certain historical and societal topics.

Failing to teach about the Holocaust, for instance, "may rob students of such imperative lessons as how propaganda can mislead, grow and wreak havoc on democracy, as well as how societies and institutions can fall apart," Dvir wrote.

Read more: I'm an educator and grandson of Holocaust survivors, and I see public schools failing to give students the historical knowledge they need to keep our democracy strong

3. When are book bans unconstitutional?

It's hard to definitively say whether the current incidents of book banning in schools are constitutional - or not.

First Amendment scholar Erica Goldberg explained the reason for the uncertainty is due to the courts' analyzing decisions made in pubic schools differently than censorship in nongovernment contexts.

"Control over public education, in the words of the Supreme Court, is for the most part given to state and local authorities," Goldberg wrote.

But not all is lost for those opposed to book bans in Florida and other U.S. states.

"Even though the government has discretion to control what's taught in school," Goldberg wrote, "the First Amendment ensures the right of free speech to those who want to protest what's happening in schools."

Read more: When are book bans unconstitutional? A First Amendment scholar explains

Editor's note: This story is a roundup of articles from The Conversation's archives.

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Salman Rushdie renews fight against book-banning -- 3 essential articles on right-wing challenges to what schoolkids can read

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The constitutionality of the recent wave of proposed book bans is unclear, as the US Supreme Court has given states wide latitude to regulate what is read in public schools and libraries.

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The ‘dangerous’ books too powerful to read

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Forty years on from the launch of Banned Books Week, censorship is once again on the rise. John Self considers the long and ignoble global history of book-banning.

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2022 censorship by the numbers infographic-2page_0

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There has been an increase in efforts to ban books from school libraries, classrooms and reading lists. Some conservative groups and individuals are pressing to remove books from shelves if they address certain issues of race, gender, sexuality, LGTBQ topics, social justice and history. The latest target is Maus, Art Spiegelman's Pulitzer Prize-winning graphic novel about the Holocaust. Some of the most challenged books in recent years include The Bluest Eye by Toni Morrison, George by Alex Gino, Speak by Laurie Halse Anderson, The Hate You Give by Angie Thomas, I Am Jazz by Jessica Herthel and Jazz Jennings, and The Handmaid's Tale by Margaret Atwood.

This hour, we'll discuss the rise in book challenges around the country, what's motivating them and the books and themes that are being targeted. We'll also talk about the power of books to change the way people see the world.

Emily Knox, associate professor in the School of Information Sciences at the University of Illinois Urbana-Champaign and author of Book Banning in 21st Century America. @ejmknox

Deborah Caldwell-Stone, director of the American Library Association's Office for Intellectual Freedom. @OIF

Carmen Maria Machado, author of the memoir In the Dream House, a book that is banned in some school district.

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Conservative groups are pushing to pull books from schools and libraries on issues of race, gender, sexuality, LGTBQ topics, and history. What's behind this rise in book challenges and what's at risk?

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Banning books is like banning freedom of speech. But what if a book contains lots of violence or sex scenes? We put restrictions on films based on age, so why not books too? Banning a book is the best way to make sure it gets read! Hmm... this isn't straightforward...

In 1987, in a brilliant act of irony, a school in Florida banned Fahrenheit 451 - a book about the banning and burning of books.

Freedom of speech is really important - but is that only true to a point? Sebastian Huempfer, from the University of Oxford's Free Speech Debate Project, talks about the thinking behind banning some particularly controversial books. He thinks today's young people are the luckiest ever when it comes to speaking their minds and challenging authority.

Back in 1925, Adolf Hitler wrote a book called 'Mein Kampf' which shared his thoughts and plans for running Germany. Essentially, it was an outpouring of hatred, detailing the principles that later guided his Nazi regime. A system that - we now know from history - caused the deaths and torture of millions of people.

But should this book be banned today? Could it inspire other people to repeat history? This is a tricky area and one that Germany has had to deal with only very recently. At the end of World War Two, it was decided that no new publications of the book could be made. But the problem was there were already 70 million copies printed and in circulation, and it wasn't illegal to own one. In 2012, the German government had to start thinking about what they could do when the book's copyright expired at the end of 2015 - meaning that it could now be published freely again. In the end, they decided to publish a new, scholarly, annotated version of the text. In other words, the book would include explanations by experts on the meanings of key words and phrases. There would also be information about the book's history and its social impact on people living in Austria at the time it was written and beyond. This way, it was hoped that the book would be educational for its readers.

Sebastian Huempfer thinks this is a good idea. He says that banning a book gives it a sense of power and glamour.

"If you read [Mein Kampf], it's a garbled mess of nonsense," he points out. "If you tell people it's dangerous [and] you're not going to let anyone read it, that makes it sound like it's powerful and seductive [attractive] in a way that it really isn't."

What about in school?

But it's not just about what a government might say or do. Books might be banned by a school if the staff think they're inappropriate for students to read - or an individual teacher might decide not to teach a particular book because of its content.

This still happens today. Judy Blume's books for teenagers have been taken out of some school libraries around the world for their frank discussion of sex, and Philip Pullman's 'His Dark Materials' trilogy was banned in some American schools for the way it wrote about religion. Even Roald Dahl's 'Revolting Rhymes' has shocked some parents and teachers because of some of the gruesome ways his fairy-tale characters die!

Huempfer says there are plenty of reasons why a book may be banned in a school. Teachers might decide a book is inappropriate for their classes, or librarians may not purchase a book for the library; even the Harry Potter series has been banned in some schools for its spooky and magical storylines. He also points out that sometimes school staff are worried about bringing up difficult topics - such as sex, religion, racism or death - and so they avoid books that talk about them, even if they don't ban them completely.

Taking a platform

The arguments around banning books are reflected in real-life as students and universities tackle the idea of "no-platforming". This means when certain people are refused from speaking at events because their views are so outrageous and/or offensive. This happened at Manchester University in 2016 when feminist writer, Julie Bindel was stopped from speaking at the students' union due to her controversial opinions on transgender people.
"Students who are in favour of no-platforming would argue that it's a type of self-expression. It's a way for the University to say, 'This is the kind of university we want to be and we don't want to give certain people a platform'," says Huempfer.

But - he says that - historically if you believe in free speech, you also believe in showing why you disagree with people by putting forward your arguments - not by stopping your opponents from speaking.

Huempfer thinks the current generation of young people understand the value of all kinds of freedom of speech much more than their parents or grandparents. With so many ways in which to express your opinions - from social media to online comments to political activism - he says that young people really appreciate their opportunities to be heard.

"It's a moment when there are a much greater variety of voices and a much smaller trust in authority," he says. Protests such as the March for Europe and the development of smaller political parties such as the Women's Equality Party are good examples of this.

Freedom of speech is really important - but what if people want to say or write something really offensive? Should everyone be able to say exactly what they like? This is a big debate that isn't going away any time soon - instead, it's time for you to make up your mind.

Dr Ian Thompson, Associate Professor of English Education at the University of Oxford considers the extent to which adults should influence and decide what kids read. Should grown-ups shelter kids from the reality of the world?

https://www.youtube.com/watch?v=jAnz0PRLxek&t=18s

Let's take a look at one of the most notable examples of book banning in history...

In this short film, a Holocaust survivor, an Iranian author, an American literary critic, and two Museum historians discuss the Nazi book burnings, and why extreme political regimes often target culture, particularly literature.

https://www.youtube.com/watch?v=yHzM1gXaiVo

1. Republic by Plato
Plato's Republic (380 BCE)broadly discusses the nature of morality and what it means to be a good human being. The book begins by looking at morality on a larger societal scale rather than narrowing things down to focus on individual human ethics. From this, Plato goes on to say that whatever moral system one discovers from looking at society as a whole, can be directly applied to individual people too! Plato's teachings revolve around the idea that there is one morality, applicable to single humans and the wider masses as well.

2. The Tao Te Ching by Lao Tzu
The Tao Te Ching is a work of Chinese philosophy that explores what it means to be living. It dates back to at least the fourth century BC but tradition suggests it has its origins even earlier, around the sixth century BC. Tao Te Ching, (pronounced roughly: Dow Deh Jing) is a fascinating piece of Chinese philosophy dating from the time of Confucius (551-479 BCE), and written by Lao Tzu, whose name means "The Old Master" or "The Old Boy." The text talks about the art of living with humour, grace, good-hearted kindliness, and wisdom.
It presents two different ways of looking at philosophy, describing one route through life that can be expressed, and another that is mysterious and everlasting. According to Lao Tzu, the everlasting Tao is a foundation for all living beings; it is tidal and flows throughout all life. It is the beginning and the end of all things, and its love is contained within everything in the world.

3. The Communist Manifesto by Karl Marx and Friedrich Engels
This text written in 1847 was ground-breaking in inspiring people to start revolutionary action! The authors explore the predicted rise in capitalism - a political system where everyone makes their own money that they keep. Communism is different, that's about everyone owning the same, with wealth and resources being shared evenly. Marx and Engels based their work on the moral belief that everyone in the world should live in an equal and fair society. The sentence: "The history of all hitherto existing society is the history of class struggles" is at the core of Marxist principles, and refers to three types of people that Marx and Engels suggest society is split up into: the nobility, the bourgeoisie and the proletariat. The bourgeoisie are defined as "the class of modern capitalists, owners of the means of social production and employers of wage-labour," whereas the proletariat is classified as "the class of modern wage-labourers who, having no means of production of their own, are reduced to selling their labour-power in order to live.

4. On The Origin of Species by Charles Darwin
This controversial text - published in 1859 - was where the theory of 'Natural Selection' was born. Take any animal as an example - any physical or mental characteristic it's born with that allows it to survive better than others, will allow it to reproduce at a higher rate. An example of Natural Selection can be seen in some birds; scientists have noticed that finches with heavier beaks reproduce better because they can open seeds that are bigger than their smaller-beaked friends!

5. The Interpretation of Dreams by Sigmund Freud
Sigmund Freud developed 'Psychoanalysis', the theory that humans can understand more about themselves by understanding their unconscious thoughts. In 'The Interpretation of Dreams' (1899), Freud suggests that the things we dream when we drift off to sleep are actually things that we unconsciously wish for. He writes about the 'language' of dreams which he says reveal things about a person's mind that they may not know about.

6. A Room of One's Own by Virginia Woolf
This book - first published in 1929 - is an extended essay which explores Virginia Woolf's idea that 'a woman must have money and a room of her own if she is to write fiction'. Throughout the text, Woolf argues that a patriarchal society (one controlled by men) stops women from being able to fulfil their potential as writers. She says that women who did write literature from the late seventeenth century onwards, were aware of the fact that they had a lower status than men in society, and this made their writing worse. Woolf believes that as a writer, even having an awareness of gender is a negative thing. She says that we should think of ourselves as individuals, and not put ourselves into categories, in order to let our minds be free and creative.

7. Diary of a Young Girl by Anne Frank
In 1942, 13 year old Jewish girl Anne Frank and her family ran away from the awfulness of the Nazi occupation by hiding in the back of an old warehouse with another family and a German dentist for two whole years. There were eight people living in the old warehouse, and every single day they had to remain hidden from the Nazis. They lived in constant fear of being caught and killed and struggled with hunger and the mental strain of living in hiding. Anne Frank displayed incredible bravery throughout this time, and her diary has become a highly respected example of human resilience and courage.

8. 1984 by George Orwell

This powerful book presents a 'dystopia', which means "An imagined place or state in which everything is unpleasant or bad" (Oxford Dictionaries). When George Orwell wrote this book in 1948, he was imagining a future where the government had complete control over society, through words that they told people to use, and by keeping a constant watch over everyone through 'Telescreens', a TV that looks at the viewers. In the book, every single human movement is viewed - there are even telescreens in toilet cubicles. There is no safe place away from the eyes of 'Big Brother', a force that oversees and controls all human activity. This is very much a political novel, designed to shock the reader and warn them of the power that those in control have over society.

Books can have a negative influence

Back in 1925, Adolf Hitler wrote a book called 'Mein Kampf' which shared his thoughts and plans for running Germany. Essentially, it was an outpouring of hatred, detailing the principles that later guided his Nazi regime. A system that - we now know from history - caused the deaths and torture of millions of people. It's possible that this book could inspire other people to repeat history. Maybe we should ban books that encourage people to do dangerous and hateful things?

Books have the potential to change the world. 'On The Origin of Species' by Charles Darwin was a controversial text when it was published in 1859 but it completely changed scientists' understanding of how humans and animals came to be the way they are. 'Republic' by Plato (380BC) is also a hugely influential book. It broadly discusses the nature of morality and what it means to be a good human being and is still taught in schools and universities today.

If you can't say something nice...

'The Satanic Verses' by Salman Rushdie (1988) upset many people in the Muslim community as it was thought to be offensive about the Islamic faith. Many parents in Virginia also complained to schools about 'To Kill a Mocking Bird' by Harper Lee (1960) as they did not feel the language or central focus on rape was appropriate for children to read about. Do parents and teachers have a responsibility to protect children from offensive or potentially traumatising books?

Free speech is a human right

Dr Sebastian Huempfer says that, historically, if you believe in free speech, you also believe in showing why you disagree with people by putting forward your arguments - not by stopping your opponents from speaking. He thinks young people understand the value of all kinds of freedom of speech much more than their parents or grandparents. With so many ways in which to express your opinions - from social media to online comments to political activism - he says that young people really appreciate their opportunities to be heard.

Vote now

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We tackle complex ideas across a range of subjects and draw on research from Oxford University.

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A hundred years before the advent of Hitler, the German-Jewish poet, Heinrich Heine, had declared: "Wherever books are burned, human beings are destined to be burned too."

On the night of May 10, 1933, an event unseen in Europe since the Middle Ages occurred as German students from universities once regarded as among the finest in the world, gathered in Berlin to burn books with "unGerman" ideas.

The students, along with brownshirted storm troopers, tossed heaps of books into a bonfire while giving the Hitler arm-salute and singing Nazi anthems. Among the 20,000 volumes hurled into the flames were the writings of Henri Barbusse, Franz Boas, John Dos Passos, Albert Einstein, Lion Feuchtwanger, Friedrich Förster, Sigmund Freud, John Galsworthy, André Gide, Ernst Glaeser, Maxim Gorki, Werner Hegemann, Ernest Hemingway, Erich Kästner, Helen Keller, Alfred Kerr, Jack London, Emil Ludwig, Heinrich Mann, Thomas Mann, Karl Marx, Hugo Preuss, Marcel Proust, Erich Maria Remarque, Walther Rathenau, Margaret Sanger, Arthur Schnitzler, Upton Sinclair, Kurt Tucholsky, Jakob Wassermann, H.G. Wells, Theodor Wolff, Emilé Zola, Arnold Zweig, and Stefan Zweig.

Propaganda Minister Joseph Goebbels joined the students at the bonfire and declared: "The era of extreme Jewish intellectualism is now at an end...The future German man will not just be a man of books, but a man of character. It is to this end that we want to educate you. As a young person, to already have the courage to face the pitiless glare, to overcome the fear of death, and to regain respect for death - this is the task of this young generation. And thus you do well in this midnight hour to commit to the flames the evil spirit of the past. This is a strong, great and symbolic deed - a deed which should document the following for the world to know - Here the intellectual foundation of the November [Democratic] Republic is sinking to the ground, but from this wreckage the phoenix of a new spirit will triumphantly rise..."

Germany was now led by a self-educated, high school drop-out named Adolf Hitler, who was by nature strongly anti-intellectual. For Hitler, the reawakening of the long-dormant Germanic spirit, with its racial and militaristic qualities, was far more important than any traditional notions of learning.

Before Hitler, German university towns had been counted among the world's great centers of scientific innovation and literary scholarship. Under Hitler, Germany's intellectual vitality quickly began to diminish. Truth, rational thinking and objective knowledge, the foundation stones of Western Civilization, were denounced by Nazified students and professors in favor of mysticism, speculation and collective thinking toward a common goal - the pursuit of a glorious future for Germany.

The youth-oriented Nazi movement had always attracted a sizable following among right-leaning university students. Even back in the 1920s they sensed Nazism might be the wave of the future. They joined the National Socialist German Students' League, put on swastika armbands and harassed any anti-Nazi teachers.

Now, many formerly reluctant professors were swept along by the outpouring of student enthusiasm that followed Hitler's seizure of power. Most of the professors eagerly surrendered their intellectual honesty and took the required Nazi oath of allegiance. They also wanted to curry favor with Nazi Party officials in order to grab one of the academic vacancies resulting from the mass expulsion of Jewish professors and deans.

The entire teaching profession throughout Germany, from elementary schools to university level, had been purged of Jewish instructors and anyone deemed politically suspect, regardless of their proven teaching abilities or achievements, including 20 past (and future) Nobel Prize winners. About ten percent of Germany's university teaching force was sacked in 1933-34, with devastating results for disciplines such as quantum physics and mathematics where Jews had been prominent. The world's premier physicist, Albert Einstein, settled in the United States along with many other intellectual refugees from Hitler's Germany.

Lovers of truth and freedom who remained behind in Germany only managed to escape through the phenomenon of inner-emigration. The Nazis could never actually know one's inner-most thoughts as long as one maintained a kind of poker face and didn't reveal those private thoughts. However, this could also be a dreadfully lonely existence.

Eventually, small groups of like-minded students and professors still opposed to Nazism found each other. They sometimes held clandestine off-campus discussions featuring a free exchange of ideas. One such group based at the University of Munich became known as the White Rose and boldly distributed leaflets demanding that Hitler "return to us the personal freedom which is the most valuable possession of each German, and of which he has cheated us in the lowest possible manner." Two members of the group, Hans and Sophie Scholl, were arrested by the Gestapo for this and executed.

In the college classroom, professors gave lectures amid the nagging fear they might be denounced by one of their students for any reason and possibly wind up in a concentration camp. Politically ambitious teachers sometimes kept secret dossiers on the utterances and activities of their fellow educators which could be turned over to the Gestapo to further their own careers. The widespread insecurity that resulted caused academic timidity which further lowered educational standards.

Grammar schools and high schools throughout Germany now had National Socialist teachers of questionable ability forming young minds in strict adherence to the Party motto: "The supreme task of the schools is the education of youth for the service of Volk and State in the National Socialist spirit." They taught Nazi propaganda as truth and had their young students recite it back from memory.

During the war years, the Hitler Youth organization gradually supplanted the traditional elementary and secondary school system and became the main force educating German children. And the quality of that education continually worsened. Students emerging from the elite Adolf Hitler Schools were in superb physical condition and thoroughly drilled in Nazi ideology, but lacked basic skills in math and science.

Nazi scientists, educated before Hitler, complained they were hindered in developing new super-weapons by the recruitment of graduates from the Nazified school system. German Army leaders also complained that young officer candidates displayed "a simply inconceivable lack of elementary knowledge."

They didn't even know enough to capitalize the first letter of a proper name. But for Hitler, these shortcomings really didn't matter. The school system now produced what he needed - unquestioning young men ready to obediently serve the Fatherland unto death amid Nazi slogans such as: Believe, Obey, Fight!

"My program for educating youth is hard," Hitler had once boasted.

"Weakness must be hammered away. In my Ordensburgen [special Nazi colleges] a youth will grow up before which the world will tremble. I want a brutal, domineering, fearless, cruel youth. Youth must be all that. It must bear pain. There must be nothing weak and gentle about it. The free, splendid beast of prey must once again flash from its eyes...That is how I will eradicate thousands of years of human domestication...That is how I will create the New Order."

And in this New Order, anyone refusing to conform was simply removed from society and sent away for a special kind of re-education within the confines of a concentration camp. There they would be broken physically, mentally and spiritually until they either submitted completely or died. The first such camp was Dachau located near Munich. It was so successful that it became the model for all subsequent concentration camps, and there would be hundreds of them.

Terms of use: Private home/school non-commercial, non-Internet re-usage only is allowed of any text, graphics, photos, audio clips, other electronic files or materials from The History Place.

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The History Place - Triumph of Hitler: Burning of Books

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Research Guides: Banned Books: History of Book Banning

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Learn what banned books are, the history of banned and challenged books and what you can do to challenge book banning

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Third of UK librarians asked to censor or remove books, research reveals

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A survey by Cilip shows members of the public using increasingly threatening behaviour about the removal of books on empire, race and LGBTQ+ themes