Should Teachers Allow Cancel Culture to Impact Curriculum?

Now this is a question that I have ruminated over for a very long time.

In today’s world, where the internet can dig up nearly every hidden corner of a person’s past, the existence of cancel-culture feels almost inevitable. Authors are increasingly writing under pseudonyms out of fear that one wrong step—or even one resurfaced controversy—could follow them forever. The internet rarely forgets, and it rarely forgives quietly.

But what happens when those conversations reach the classroom?

As an English Language Arts teacher, I have never taught a single year without mentioning writers like Edgar Allan Poe, George Orwell, and countless others whose works shaped literary history. Their impact on literature remains undeniable, even when parts of their personal lives leave modern readers uncomfortable.

For example, Poe was 27 when he married his 13-year-old cousin, Virginia Clemm. The first time I heard that, I was dumbstruck. I genuinely thought there was no way it could possibly be true. Historians still debate the context of their relationship and the social norms of the time, but regardless, it is an uncomfortable fact to sit with as both a reader and a teacher.

So does that mean his name should be stripped from classroom shelves entirely?

I know confidently that there are many people who would say yes. Classrooms should be safe spaces, and students should not be forced to engage with harmful ideologies or deeply controversial figures without context. I understand that perspective.

At the same time, I also think young adults deserve more credit than we sometimes give them.

You simply cannot teach the history of Gothic literature without mentioning Poe. Pretending otherwise does not erase the complexity of history—it just avoids it. Honestly, if Poe were a modern-day author, I doubt the internet would have let him survive the week. But he isn’t a modern author, and that distinction matters when teaching literature historically rather than treating every text as a moral endorsement.

I also think students deserve the opportunity to take in difficult information and make thoughtful choices about it themselves. Discussions around controversial authors can help students build stronger critical thinking skills and a better understanding of how literature reflects flawed human beings—not perfect ones.

Can meaningful art come from deeply imperfect people?
Should an author’s personal life affect the way we read their work?
How should we judge historical figures through a modern lens?

Those are difficult conversations, but they are real ones.

That said, there are absolutely exceptions. Some texts contain racism, sexism, or other harmful ideas without critique or deeper purpose. Some authors have committed actions that are thoroughly documented and impossible to separate from their public identity. In those situations, I think teachers should seriously ask themselves whether a text still serves a meaningful purpose in the curriculum when stronger and more diverse voices exist to teach similar themes.

History should not be deleted, but that does not mean every classic deserves protection simply because it is old.

So, should cancel culture impact the classroom?

My answer is yes—but with caution.

Before completely removing a text or author from the curriculum, teachers should do genuine research instead of reacting purely to online outrage or public pressure. Sometimes controversy creates opportunities for meaningful classroom discussion. Other times, removing a text may genuinely be the better choice.

I also think educators should avoid standing too strongly on either extreme. Don’t defend a classic solely because tradition says you should, but also don’t shy away from difficult conversations simply because they are uncomfortable.

To me, a safe classroom is not built through silence or avoidance. It is built through honesty, context, professionalism, and discussion.

Communication with families is equally important. If you are truly struggling with whether or not to teach a specific text or author, consider sending out a brief newsletter or email to parents and guardians explaining the author, the controversy, and why you still feel the work has value in the classroom. Give them an opportunity to participate in the discussion rather than feeling shut out from it.

What do you think? Have you ever removed an author or text from your classroom because of controversy?