I Don't Give a D*mn 'Bout my Bad Reputation

Upon reading the article, "Do Works by Men Implicated by #MeToo Belong in the Classroom?" By Emma Goldberg, we are faced with the challenging evaluation of whether the immoral acts of an author can or should dictate our support of their work. "No artist's history", says Clare Hayes-Brady, Professor of American Literature University College Dublin, "is free of controversy".  Indeed, many artists inside and outside of the literature realm have led very complicated lives and some of whom have even committed crimes. But to what level does their immoral behavior discredit their creations? At what point do we put our foot down and utter the word "Cancel!"?

"Talent is not always synonymous with character." says Ayishat Akanbi in her talk called, "The Problem with Cancel Culture". The illusion that all good works come from good people is not a fair expectation. Just as we are not perfect, neither are those who have written magnificent works of literature. We have all made mistakes, it just so happens that theirs is in the spotlight. "[On cancel culture] It's complex because humans are complex." says Akanbi. It is possible love the work without liking the author. Though it presents internal conflict, it provides an opportunity for introspection and self-examination. It becomes both a window and a mirror.

While I may not want to financially support an author facing criticism, especially one with legal concerns, my support of their work would depend more so on the necessity of the work itself. Some may think "It's not censorship to be selective", but others would argue, as Emily Gowen, instructor of literature at Boston University did in Goldberg's article, that "The classroom is an open environment, subject to all the forces of social and political change". In other words, if their literary work is a necessity to facilitating conversation, self-examination, and moral and ethical discussion in the classroom, then including it might be the right move, despite the moral standing of the author. 

Whether it is the case of presenting a book with moral apprehension or a book with an author who has a damaged reputation, it is important to include one or the other (or both) in a classroom canon because it provides different windows and mirrors for students to engage with. The more that windows lead into the unknown for a student, the more they have the capacity to learn, especially when it comes to morals, ethics, and empathy. The more students are faced with literary mirrors and examples of moral contradiction, the more students will be inspired to consider and examine their own lens of the world and the mistakes they have also made. All of which lead to healthy introspection, discussion, and ultimately, growth. 

If I were to include books and/or authors with a reputation of cancellation or critical-acclaim into my (high-school) class canon, they would be: "War of the Bloods of My Veins" by Dashaun "Jiwe" Morris which offers a unique insight into the infamous world of the Bloods and Crips, as well as a redemptive journey of introspection. This author clearly committed many crimes and acts of cruelty but his story teaches us something very valuable about second chances. I would also include "A Million Little Pieces" by James Frey which is an excellent portrayal of addiction but also has a controversial reputation for being a false account. And finally, I would also include "The Glass Castle" by Jeannette Walls, which addresses poverty, addiction, and abandonment. 

For me, it is less about the author and more about the content. What can you learn from it? How will it inspire you? And most of all, how can it transform you into being a more empathetic, self-aware, and forgiving person in this world. Sometimes those gifts come not by reading about empathetic, self-aware and forgiving people, but by reading about or through a character who is the opposite.