Abstract
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This editors' introduction for the 50(2) issue of the Journal of Children's Literature compiled teacher responses about how book challenges and bans are affecting their teaching and their livelihoods. We detail these teachers’ perspectives because this
is the context in which the articles and columns for this themed issue reside: the “moment” that they (and we) are all meeting in various ways. As educators ourselves,
this editorial team knows that there are myriad big and small moves that teachers make every day to respond to the needs of their students because of the policies foisted
on them by others. We explain how the four peer-reviewed articles in this issue each explore how children’s literature—both inside and outside of traditional classroom spaces—can help meet this particular moment in educational history in different ways.