Spelman College’s AAUP chapter marked Founder’s Day with a powerful act of intellectual resistance: a banned book raffle that put more than a hundred books directly into the hands of students. What could have been a routine campus celebration became something far more meaningful—a visible commitment to academic freedom, open inquiry, and the right to learn without political interference.
The books distributed were not random selections. They represented voices, histories, and perspectives that are increasingly under attack across the country—particularly works centered on Black history, Indigenous knowledge, and LGBTQ experiences. By giving these books away, Spelman faculty made a clear statement: Access to knowledge is not negotiable and attempts to erase or restrict these narratives will be met with collective action.
This effort builds on similar organizing led by AAUP members at the University of Nebraska, where a banned book raffle was held in response to the growing wave of legislation aligned with initiatives like Project 2025. Across several states, lawmakers have introduced or passed policies that seek to limit what can be taught, discussed, or even made available in classrooms and libraries. These efforts are not simply about curriculum—they strike at the core of academic freedom and the autonomy of educators and students.
The Spelman chapter’s work is especially notable given how recently it was established. Chartered in March 2025 with just seven members, the chapter has grown—through sustained organizing and outreach—to nearly twenty-five members. That growth reflects not only momentum, but a clear demand among faculty for a stronger collective voice. The chapter has also been intentional about building partnerships with students and the broader community, bringing stakeholders together to advocate for academic freedom, shared governance, and tenure protections.
At the same time, faculty are navigating serious concerns about institutional direction. The university’s interim president has proposed buyouts to more than one hundred faculty and staff, offering terms that many view as insufficient—roughly equivalent to one year’s pay. For many senior faculty, this proposal raises alarms about a potential erosion of tenure and long-term faculty stability. These concerns are compounded by broader questions about leadership and governance, particularly around expectations for academic experience and alignment with institutional values.
In this context, the banned book raffle becomes more than a symbolic act—it is part of a larger pattern of engagement and advocacy. It reflects a chapter that is not only growing but actively shaping conversations about the future of higher education on its campus.
The Spelman and Nebraska actions together send a clear message: Efforts to restrict knowledge will not go unchallenged. Faculty, students, and communities are organizing, mobilizing, and taking action to ensure that education remains a space for critical thinking, diverse perspectives, and truth.
In the face of mounting pressures, the banned book raffle stands as both a celebration and a declaration—a reminder that academic freedom is worth defending, and that collective action remains one of the most effective tools to do so.