![\"A](\"https:\/\/today.uconn.edu\/wp-content\/uploads\/2026\/09\/Vicki_UCTedit-300x300.jpg\")
The last time UConn associate professor Victoria Ford Smith taught the University\u2019s children\u2019s literature course, she noted that her English students, many of them teachers-in-training, already were thinking about the resistance they\u2019re likely to encounter one day.<\/p>\n
\u201cI\u2019ve had students say things like, \u2018I would be afraid to have this in my classroom library,\u2019\u201d she says. \u201cThey\u2019re 19, and they\u2019re anticipating complaints from parents or outside organizations. I\u2019m sometimes surprised by how uncomfortable they are. But those moments are great, because I can say, \u2018Why do you think this is inappropriate? What child are you imagining? Can we think of a child for whom this would be completely appropriate?\u2019\u201d<\/p>\n
Their instinct to self-censor reflects the findings of \u201cReading in a Permacrisis: Building Critical Literacies with Children\u2019s Literature,\u201d a collaboration between researchers at UConn and the University of Glasgow who surveyed teachers and librarians on censorship and book bans and developed for them a toolkit to help before challenges arise.<\/p>\n
\u201cWe all think about this when we put together a college syllabus, what pressures our own students will be under when they are in classrooms,\u201d Smith says. \u201cFor me, this project was a great way to talk to people who are in the classroom, hear their experiences, and learn about the ways censorship is happening.\u201d<\/p>\n
Coping with Censorship<\/strong><\/h3>\nAbout 18 months ago, English<\/a> professor Katharine Capshaw says she partnered with UConn\u2019s Global Affairs<\/a> to develop the project with Smith and Anna Mae Duane, director of the UConn Humanities Institute<\/a> and an English professor. They immediately pulled in colleague Melanie Ramdarshan Bold from the University of Glasgow, and this spring brought on UConn Ph.D. student Amber Weinstock.<\/p>\n![\"A](\"https:\/\/today.uconn.edu\/wp-content\/uploads\/2026\/09\/AnnaMae_UCTedit-300x300.jpg\")
Director of the UConn Humanities Institute Anna Mae Duane speaks during the “Will AI Replace Us?” panel in Konover Auditorium of the Dodd Center for Human Rights on Wednesday, Feb. 5, 2026. (Sydney Herdle\/UConn Photo)<\/figcaption><\/figure>\nThe group used their networks to find 14 K-12 teachers, school librarians, and public librarians in the U.S. and United Kingdom, and interviewed them individually and in small groups to hear about their encounters with censorship and book bans. The educators also participated in two collaborative workshops.<\/p>\n
\u201cI had thought the extremes of book banning were just a U.S. issue, but it is an issue in Scotland too,\u201d Duane says. \u201cThe emphasis over there is on different things, but there exists the sense that if a parent is unhappy, it could become a legal battle.<\/p>\n
\u201cAnother takeaway,\u201d she continues, \u201cwas how often some of these battles are not coming from parents at all. They come from organizations like Moms for Liberty, which have large legal budgets. Sometimes there\u2019s no children belonging to anyone at the school, and these organizations still will pursue a complaint.\u201d<\/p>\n
The group further found that educators report feeling isolated, so they\u2019re electing to self-censor reading lists and book availability to preemptively sidestep problems, even in places where they\u2019ve traditionally enjoyed widespread parent and community support.<\/p>\n
Not unexpectedly, the project found that books dealing with gender and sexuality see the most frequent challenges, along with those that contain violence and, mostly in the U.K., migration and refugee status. Books that raise the issue of death also often are objected to \u2013 even for teen readers.<\/p>\n
\u201cOne of the things the teachers said when we surveyed them was their communities were what\u2019s sustaining them, whether they just came out of school and have a cohort of peers or they have a cohort within a school system that can help them work through procedures and approaches,\u201d Capshaw says. \u201cWe heard that over and over again, that those networks were vital. So, our first goal from this is to support them.\u201d<\/p>\n
Toolkit Offers Tips<\/strong><\/h3>\nBold, from the University of Glasgow, co-authored a volume in the book series, \u201cChildren\u2019s Classics, Critically,\u201d which seeks to offer deeper, more thematic readings of children\u2019s classics, Capshaw says. She took the children\u2019s classic, \u201cA Bear Called Paddington,\u201d and read it as the story of a refugee who ascends the social hierarchy.<\/p>\n![\"Headshot](\"https:\/\/today.uconn.edu\/wp-content\/uploads\/2026\/09\/Capshaw_UCTedit-300x300.jpg\")
Katharine Capshaw, UConn English professor (Courtesy art)<\/figcaption><\/figure>\n\u201c\u2018Paddington\u2019 is such an interesting example because it\u2019s a book about a refugee that doesn\u2019t look like a book about a refugee,\u201d Smith says. \u201cSince we\u2019ve done this project, I\u2019ve taught it twice in my UConn classes to think about how you can start these conversations in your classroom from texts that might feel a little easier to introduce, that might feel a little less risky but still open up opportunities for thinking about these heavy subjects.\u201d<\/p>\n
The team shared the \u201cPaddington\u201d example with the teachers and librarians in their survey and learned that many educators already had adopted the technique. Teachers told them they also frequently ask students to choose their own books for assignments, which gives the double benefit of agency to the student and an explanation to an unhappy parent who then can query their child about the selection.<\/p>\n
It\u2019s one of the tips in the toolkit that Weinstock created for educators and expects to soon disseminate more widely.<\/p>\n
In it, she includes current events and news about censorship, legal history and court cases, along with sample policies and procedures for school systems that don\u2019t already have them and a guide for educators on walking a parent or complainant through their decision-making process.<\/p>\n
\u201cThis is also a resource for teachers to justify book choices for themselves, to scope out their own biases on what they deem appropriate,\u201d Weinstock says, noting that she\u2019s also working on a way to give teachers access to academic scholarship about censorship and text selection, especially those who\u2019ve just graduated from college.<\/p>\n
Veteran teachers tend to be more confident in their abilities and in confronting an upset parent, the group found, while those who are early in their careers often find similar confidence if they can stay connected to the latest academic research on children\u2019s literature.<\/p>\n
\n Young people need to see themselves in the stories they read, and having access to them helps them feel affirmed and empowered. — Amber Weinstock, UConn Ph.D. student<\/cite><\/p>\n<\/blockquote>\n\u201cDuring this time of book bans, challenges posed by AI, falling literacy levels, and the creep of fascist politics that threaten democratic life, particularly free speech and intellectual freedom, thinking and talking about this is important,\u201d Weinstock says of censorship in general. \u201cYoung people need to see themselves in the stories they read, and having access to them helps them feel affirmed and empowered.\u201d<\/p>\n![\"A](\"https:\/\/today.uconn.edu\/wp-content\/uploads\/2026\/09\/Weinstock_UCTedit-300x300.jpg\")
Amber Weinstock, a Ph.D. student at UConn (Courtesy art)<\/figcaption><\/figure>\n\u201cIt\u2019s interesting to be in this field and think about how, when you go into a classroom, everyone\u2019s bringing their own constructs of what childhood happens to be for them,\u201d Capshaw says. \u201cSome of my students would really object to any suggestion that children aren\u2019t innocent and carefree. Then other students will come in with a wealth of experience and understanding about the complexities of economic injustice, racism, and the need for climate justice and are looking to teach those kinds of texts.\u201d<\/p>\n
Smith agrees and suggests that in today\u2019s polarized world, children and their presumed innocence can be weaponized in speech and action.<\/p>\n
\u201c\u2018We can\u2019t do this because we have to protect the children,\u2019 \u2018We can do that because we have to protect the children,\u2019 and I think teachers already know that\u2019s a false statement, that actually the very things people are doing to \u2018protect children\u2019 are causing many children harm,\u201d she says.<\/p>\n
Banning books and ideas is one of those things, Duane says, even as teachers have become \u201csmart and savvy\u201d in how they manage their students\u2019 literacy needs and come to expect each academic year will bring new challenges.<\/p>\n
\u201cSome books will make you uncomfortable, and that is part of being a good citizen. That\u2019s part of being in a community. That\u2019s part of being able to tolerate give and take with other people, by engaging with their stories and thinking about them,\u201d she says. \u201cIt\u2019s a lifelong practice to make yourself uncomfortable because the world requires it of us. You can\u2019t only tell the story you want to hear. It\u2019s a very small world to live in.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"
New toolkit from UConn English professors offers support for teachers and librarians who feel adrift in times of challenges over children\u2019s literature<\/p>\n","protected":false},"author":160,"featured_media":253491,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"wds_primary_category":0,"wds_primary_series":0,"wds_primary_attribution":0,"footnotes":""},"categories":[2226,2460,88,1875,2235,2225],"tags":[],"magazine-issues":[],"coauthors":[2368],"class_list":["post-253464","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-clas","category-faculty","category-global-affairs","category-grad-school","category-today-homepage","category-uconn-storrs"],"pp_statuses_selecting_workflow":false,"pp_workflow_action":"current","pp_status_selection":"publish","acf":[],"publishpress_future_action":{"enabled":false,"date":"2026-10-13 11:27:59","action":"change-status","newStatus":"draft","terms":[],"taxonomy":"category","extraData":[]},"publishpress_future_workflow_manual_trigger":{"enabledWorkflows":[]},"_links":{"self":[{"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/posts\/253464","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/users\/160"}],"replies":[{"embeddable":true,"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/comments?post=253464"}],"version-history":[{"count":6,"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/posts\/253464\/revisions"}],"predecessor-version":[{"id":253640,"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/posts\/253464\/revisions\/253640"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/media\/253491"}],"wp:attachment":[{"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/media?parent=253464"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/categories?post=253464"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/tags?post=253464"},{"taxonomy":"magazine-issue","embeddable":true,"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/magazine-issues?post=253464"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/coauthors?post=253464"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
The group used their networks to find 14 K-12 teachers, school librarians, and public librarians in the U.S. and United Kingdom, and interviewed them individually and in small groups to hear about their encounters with censorship and book bans. The educators also participated in two collaborative workshops.<\/p>\n
\u201cI had thought the extremes of book banning were just a U.S. issue, but it is an issue in Scotland too,\u201d Duane says. \u201cThe emphasis over there is on different things, but there exists the sense that if a parent is unhappy, it could become a legal battle.<\/p>\n
\u201cAnother takeaway,\u201d she continues, \u201cwas how often some of these battles are not coming from parents at all. They come from organizations like Moms for Liberty, which have large legal budgets. Sometimes there\u2019s no children belonging to anyone at the school, and these organizations still will pursue a complaint.\u201d<\/p>\n
The group further found that educators report feeling isolated, so they\u2019re electing to self-censor reading lists and book availability to preemptively sidestep problems, even in places where they\u2019ve traditionally enjoyed widespread parent and community support.<\/p>\n
Not unexpectedly, the project found that books dealing with gender and sexuality see the most frequent challenges, along with those that contain violence and, mostly in the U.K., migration and refugee status. Books that raise the issue of death also often are objected to \u2013 even for teen readers.<\/p>\n
\u201cOne of the things the teachers said when we surveyed them was their communities were what\u2019s sustaining them, whether they just came out of school and have a cohort of peers or they have a cohort within a school system that can help them work through procedures and approaches,\u201d Capshaw says. \u201cWe heard that over and over again, that those networks were vital. So, our first goal from this is to support them.\u201d<\/p>\n
Toolkit Offers Tips<\/strong><\/h3>\nBold, from the University of Glasgow, co-authored a volume in the book series, \u201cChildren\u2019s Classics, Critically,\u201d which seeks to offer deeper, more thematic readings of children\u2019s classics, Capshaw says. She took the children\u2019s classic, \u201cA Bear Called Paddington,\u201d and read it as the story of a refugee who ascends the social hierarchy.<\/p>\nKatharine Capshaw, UConn English professor (Courtesy art)<\/figcaption><\/figure>\n\u201c\u2018Paddington\u2019 is such an interesting example because it\u2019s a book about a refugee that doesn\u2019t look like a book about a refugee,\u201d Smith says. \u201cSince we\u2019ve done this project, I\u2019ve taught it twice in my UConn classes to think about how you can start these conversations in your classroom from texts that might feel a little easier to introduce, that might feel a little less risky but still open up opportunities for thinking about these heavy subjects.\u201d<\/p>\n
The team shared the \u201cPaddington\u201d example with the teachers and librarians in their survey and learned that many educators already had adopted the technique. Teachers told them they also frequently ask students to choose their own books for assignments, which gives the double benefit of agency to the student and an explanation to an unhappy parent who then can query their child about the selection.<\/p>\n
It\u2019s one of the tips in the toolkit that Weinstock created for educators and expects to soon disseminate more widely.<\/p>\n
In it, she includes current events and news about censorship, legal history and court cases, along with sample policies and procedures for school systems that don\u2019t already have them and a guide for educators on walking a parent or complainant through their decision-making process.<\/p>\n
\u201cThis is also a resource for teachers to justify book choices for themselves, to scope out their own biases on what they deem appropriate,\u201d Weinstock says, noting that she\u2019s also working on a way to give teachers access to academic scholarship about censorship and text selection, especially those who\u2019ve just graduated from college.<\/p>\n
Veteran teachers tend to be more confident in their abilities and in confronting an upset parent, the group found, while those who are early in their careers often find similar confidence if they can stay connected to the latest academic research on children\u2019s literature.<\/p>\n
\n Young people need to see themselves in the stories they read, and having access to them helps them feel affirmed and empowered. — Amber Weinstock, UConn Ph.D. student<\/cite><\/p>\n<\/blockquote>\n\u201cDuring this time of book bans, challenges posed by AI, falling literacy levels, and the creep of fascist politics that threaten democratic life, particularly free speech and intellectual freedom, thinking and talking about this is important,\u201d Weinstock says of censorship in general. \u201cYoung people need to see themselves in the stories they read, and having access to them helps them feel affirmed and empowered.\u201d<\/p>\nAmber Weinstock, a Ph.D. student at UConn (Courtesy art)<\/figcaption><\/figure>\n\u201cIt\u2019s interesting to be in this field and think about how, when you go into a classroom, everyone\u2019s bringing their own constructs of what childhood happens to be for them,\u201d Capshaw says. \u201cSome of my students would really object to any suggestion that children aren\u2019t innocent and carefree. Then other students will come in with a wealth of experience and understanding about the complexities of economic injustice, racism, and the need for climate justice and are looking to teach those kinds of texts.\u201d<\/p>\n
Smith agrees and suggests that in today\u2019s polarized world, children and their presumed innocence can be weaponized in speech and action.<\/p>\n
\u201c\u2018We can\u2019t do this because we have to protect the children,\u2019 \u2018We can do that because we have to protect the children,\u2019 and I think teachers already know that\u2019s a false statement, that actually the very things people are doing to \u2018protect children\u2019 are causing many children harm,\u201d she says.<\/p>\n
Banning books and ideas is one of those things, Duane says, even as teachers have become \u201csmart and savvy\u201d in how they manage their students\u2019 literacy needs and come to expect each academic year will bring new challenges.<\/p>\n
\u201cSome books will make you uncomfortable, and that is part of being a good citizen. That\u2019s part of being in a community. That\u2019s part of being able to tolerate give and take with other people, by engaging with their stories and thinking about them,\u201d she says. \u201cIt\u2019s a lifelong practice to make yourself uncomfortable because the world requires it of us. You can\u2019t only tell the story you want to hear. It\u2019s a very small world to live in.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"
New toolkit from UConn English professors offers support for teachers and librarians who feel adrift in times of challenges over children\u2019s literature<\/p>\n","protected":false},"author":160,"featured_media":253491,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"wds_primary_category":0,"wds_primary_series":0,"wds_primary_attribution":0,"footnotes":""},"categories":[2226,2460,88,1875,2235,2225],"tags":[],"magazine-issues":[],"coauthors":[2368],"class_list":["post-253464","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-clas","category-faculty","category-global-affairs","category-grad-school","category-today-homepage","category-uconn-storrs"],"pp_statuses_selecting_workflow":false,"pp_workflow_action":"current","pp_status_selection":"publish","acf":[],"publishpress_future_action":{"enabled":false,"date":"2026-10-13 11:27:59","action":"change-status","newStatus":"draft","terms":[],"taxonomy":"category","extraData":[]},"publishpress_future_workflow_manual_trigger":{"enabledWorkflows":[]},"_links":{"self":[{"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/posts\/253464","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/users\/160"}],"replies":[{"embeddable":true,"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/comments?post=253464"}],"version-history":[{"count":6,"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/posts\/253464\/revisions"}],"predecessor-version":[{"id":253640,"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/posts\/253464\/revisions\/253640"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/media\/253491"}],"wp:attachment":[{"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/media?parent=253464"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/categories?post=253464"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/tags?post=253464"},{"taxonomy":"magazine-issue","embeddable":true,"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/magazine-issues?post=253464"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/coauthors?post=253464"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\u201c\u2018Paddington\u2019 is such an interesting example because it\u2019s a book about a refugee that doesn\u2019t look like a book about a refugee,\u201d Smith says. \u201cSince we\u2019ve done this project, I\u2019ve taught it twice in my UConn classes to think about how you can start these conversations in your classroom from texts that might feel a little easier to introduce, that might feel a little less risky but still open up opportunities for thinking about these heavy subjects.\u201d<\/p>\n
The team shared the \u201cPaddington\u201d example with the teachers and librarians in their survey and learned that many educators already had adopted the technique. Teachers told them they also frequently ask students to choose their own books for assignments, which gives the double benefit of agency to the student and an explanation to an unhappy parent who then can query their child about the selection.<\/p>\n
It\u2019s one of the tips in the toolkit that Weinstock created for educators and expects to soon disseminate more widely.<\/p>\n
In it, she includes current events and news about censorship, legal history and court cases, along with sample policies and procedures for school systems that don\u2019t already have them and a guide for educators on walking a parent or complainant through their decision-making process.<\/p>\n
\u201cThis is also a resource for teachers to justify book choices for themselves, to scope out their own biases on what they deem appropriate,\u201d Weinstock says, noting that she\u2019s also working on a way to give teachers access to academic scholarship about censorship and text selection, especially those who\u2019ve just graduated from college.<\/p>\n
Veteran teachers tend to be more confident in their abilities and in confronting an upset parent, the group found, while those who are early in their careers often find similar confidence if they can stay connected to the latest academic research on children\u2019s literature.<\/p>\n
\nYoung people need to see themselves in the stories they read, and having access to them helps them feel affirmed and empowered. — Amber Weinstock, UConn Ph.D. student<\/cite><\/p>\n<\/blockquote>\n
\u201cDuring this time of book bans, challenges posed by AI, falling literacy levels, and the creep of fascist politics that threaten democratic life, particularly free speech and intellectual freedom, thinking and talking about this is important,\u201d Weinstock says of censorship in general. \u201cYoung people need to see themselves in the stories they read, and having access to them helps them feel affirmed and empowered.\u201d<\/p>\n
Amber Weinstock, a Ph.D. student at UConn (Courtesy art)<\/figcaption><\/figure>\n \u201cIt\u2019s interesting to be in this field and think about how, when you go into a classroom, everyone\u2019s bringing their own constructs of what childhood happens to be for them,\u201d Capshaw says. \u201cSome of my students would really object to any suggestion that children aren\u2019t innocent and carefree. Then other students will come in with a wealth of experience and understanding about the complexities of economic injustice, racism, and the need for climate justice and are looking to teach those kinds of texts.\u201d<\/p>\n
Smith agrees and suggests that in today\u2019s polarized world, children and their presumed innocence can be weaponized in speech and action.<\/p>\n
\u201c\u2018We can\u2019t do this because we have to protect the children,\u2019 \u2018We can do that because we have to protect the children,\u2019 and I think teachers already know that\u2019s a false statement, that actually the very things people are doing to \u2018protect children\u2019 are causing many children harm,\u201d she says.<\/p>\n
Banning books and ideas is one of those things, Duane says, even as teachers have become \u201csmart and savvy\u201d in how they manage their students\u2019 literacy needs and come to expect each academic year will bring new challenges.<\/p>\n
\u201cSome books will make you uncomfortable, and that is part of being a good citizen. That\u2019s part of being in a community. That\u2019s part of being able to tolerate give and take with other people, by engaging with their stories and thinking about them,\u201d she says. \u201cIt\u2019s a lifelong practice to make yourself uncomfortable because the world requires it of us. You can\u2019t only tell the story you want to hear. It\u2019s a very small world to live in.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"
New toolkit from UConn English professors offers support for teachers and librarians who feel adrift in times of challenges over children\u2019s literature<\/p>\n","protected":false},"author":160,"featured_media":253491,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"wds_primary_category":0,"wds_primary_series":0,"wds_primary_attribution":0,"footnotes":""},"categories":[2226,2460,88,1875,2235,2225],"tags":[],"magazine-issues":[],"coauthors":[2368],"class_list":["post-253464","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-clas","category-faculty","category-global-affairs","category-grad-school","category-today-homepage","category-uconn-storrs"],"pp_statuses_selecting_workflow":false,"pp_workflow_action":"current","pp_status_selection":"publish","acf":[],"publishpress_future_action":{"enabled":false,"date":"2026-10-13 11:27:59","action":"change-status","newStatus":"draft","terms":[],"taxonomy":"category","extraData":[]},"publishpress_future_workflow_manual_trigger":{"enabledWorkflows":[]},"_links":{"self":[{"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/posts\/253464","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/users\/160"}],"replies":[{"embeddable":true,"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/comments?post=253464"}],"version-history":[{"count":6,"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/posts\/253464\/revisions"}],"predecessor-version":[{"id":253640,"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/posts\/253464\/revisions\/253640"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/media\/253491"}],"wp:attachment":[{"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/media?parent=253464"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/categories?post=253464"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/tags?post=253464"},{"taxonomy":"magazine-issue","embeddable":true,"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/magazine-issues?post=253464"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/today.uconn.edu\/wp-rest\/wp\/v2\/coauthors?post=253464"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}