Knowledge, Power, and Academic Freedom by Joan Wallach Scott

Abstract

Reviewed by: Knowledge, Power, and Academic Freedom by Joan Wallach Scott Dr. Shauntey James Joan Wallach Scott. Knowledge, Power, and Academic Freedom. New York: Columbia University Press, 2019. 184pp. Hardcover: $21.54. ISBN: 978-0232-19046-6 Knowledge, Power, and Academic Freedom by Joan Wallach Scott grapples in essay format with the topic of academic freedom. Unapologetic, Scott clearly articulates the various nuances surrounding the discussion of free inquiry. This is a timely, engrossing book that peels back the layers of the topic. The essays point out the "tensions, paradoxes and contradictions" in relation to academic freedom while challenging the reader to question feasibility of past, present, and future educational environment's inclusivity of free inquiry (p. 1). Scott explores academic freedom in the historical context of the definition of the term and in relationship to power, civility, and free speech within various social structures. The essays are also imbued with critical thinking directives that challenge the intellectual discourse concerning academic freedom. Scott opens the book and articulates how the debate of the definition of academic freedom returns "again and again to the founding documents of the principle, written in the heyday of the Progressive Era, the end of the nineteenth and the beginning of the twentieth centuries" (p. 1). This conceptual framework seems simplistic in theory. The historical backdrop of the book however makes the reader question whether a clear definition of the term academic freedom exists within the educational and societal environment, especially when multiple twists on the definition exist within the societal structure indicating different aspects to include and not include within a discussion. For example, Butler (2017) articulated academic freedom within her research study as giving "faculty rights of participation in the making of curricula and the governance of the university" (p. 857). This shifts slightly from the Progressive Era which may include the following: unreasonable interference, restrictions from law, public pressure and institutional regulations. Butler's (2017) definition serves a purpose for the research project, but also illustrates an arena which may be contrasted by various dynamics of the definition that should or should not be included within the overall discussion. These debatable aspects are the distinctive nature and keys that this book offers to the reader. The reader is initially charged with probing into which aspects should be included within the definition and the contradictions that exist surrounding the term. Deep truths about the debate of the definition of the term underlie the essays, which then leads readers to question the overall structure of the educational and societal environment. The readership's journey of inquiring about the ambiguity and lack of consistent conformity concerning the term academic freedom illustrates and highlights the subjectivity which can be used at various junctures by various constituents ranging from parents to administrators to advance their own personal agenda and marginalize certain academic non-conforming voices. The reader is challenged to ask why certain voices may be marginalized within the educational structure which could concern issues of marketability and maintaining an unblemished educational university environment (Phipps, 2017). The behavior could also be a result of leeway given to certain entities within the educational structure to determine parameters of inquiry (Graves, 2018). The book categorically challenges the reader to explore whether the current educational path is indicative of academic freedom or being constrained by certain interest groups. As articulated with the text, the interest group can range from the university board to lobbyist whose agenda is to influence public policy whether at the university or beyond in their favor. The author, however, does not indicate a malicious intent but does seek clarification for all parties associated within the academic arena to ensure that no voice is silenced within an environment positioned in theory to encourage educational growth. Educational growth is juxtaposed against the differential power structures ranging from power achieved by hierarchical positional status to financial power that exists within the educational and societal framework. Scott illustrates this point with the discussion of the power struggle and inconsistencies between the university and the state. Thus, not aligning with the established power agenda of that historical time period set by constituents ranging from the university to the state creates problems for...