Academic Freedom Research Articles

How free are classroom teachers? Understanding teacher academic freedom in the United States and Canada

ABSTRACT This paper presents the results of an international survey of teachers’ perspectives on academic freedom. We surveyed 173 social studies and science teachers from the United States and Canada about the importance of academic freedom, their comfort level broaching controversial topics in four broad areas (politics, economics, health and safety, and science), and the factors that influence their decision-making around discussing controversial topics. The study found that teachers value academic freedom despite being aware of how limited their freedom is in practice. Particularly controversial topics included safe injection sites, abortion, prisons, medically assisted dying, and same-sex marriage. Analysis via Mann-Whitney U tests was conducted to analyse whether teachers’ individual differences (e.g., experience, gender, or job status) influenced their pedagogical approach. Gender and years of experience had little influence, but teachers’ cautiousness was significantly influenced by whether they have tenure and the political climate of the area where they work.

Exploring the impact of publication limits on academic freedom and productivity: a qualitative study of Vietnamese EFL lecturers

ABSTRACT This qualitative study investigates the effects of a publication limit policy on the research productivity and academic freedom of Vietnamese English as a Foreign Language (EFL) lecturers. Amidst growing concerns over research quality and output, the Vietnamese academic sector has implemented a policy restricting the number of publications an academic can produce annually. This study aims to explore the ramifications of this policy from the perspectives of those directly affected – the lecturers themselves. Employing semi-structured interviews, the study engaged nine Vietnamese EFL lecturers from two institutions, representing three career stages: novice, mid-career, and near-retirement. The interpretivist paradigm guided the research, enabling an in-depth exploration of the participants’ subjective experiences and perceptions. Key findings revealed diverse impacts across career stages. Themes such as the perception of academic freedom, impact on research productivity, professional growth, research quality, methodology, and personal well-being emerged. The study found that while the policy aimed at enhancing research quality, it also posed challenges such as narrowed research focus, heightened stress, and the need for strategic adaptation in research practices. This research contributes to the discourse on academic policies, highlighting the need for flexible, supportive approaches that consider the diverse needs of the academic community.

Reconsidering Martin Heidegger on the modern university

AbstractMartin Heidegger's 1933 Freiburg University Rector's Address is normally considered in terms of the horrors of its association with National Socialism. This study re‐frames the debate about the Address by situating it in the context of the tradition of philosophical reflection upon the political and historical significance of the modern research university. I highlight aspects of the Address that signified continuity with distinctively liberal presuppositions embedded in foundational ideas of the Humboldtian university. I conclude with reflections on how Heidegger's Address sheds light on the issues of university governance and academic freedom as the contemporary neoliberal university confronts its own challenges.

Dual-use research in philosophy: can there be such a thing?

The aim of this article is to explore whether and how the concept of dual-use can be applied to philosophical research, as well as its potential for explaining cases of misuse of philosophical theory and for justifying any restrictions on academic freedom. I argue that there are two ways in which philosophical research can be misused: by using its methods for purposes that contradict the general purposes of philosophy, and by using (parts of) a theory against the purposes intended by its author. Philosophical research is dual-use research of concern (DURC) if the theory can be misused without modification, which is the case when a theory is not entirely conclusive. The misuse of philosophical research differs from the misuse in paradigmatic cases of DURC in that its potential to cause harm depends on social conditions. Given these conditions and the lack of relevant research, the risk of harmful misuse of philosophy as of yet does not constitute a sufficient reason to restrict academic freedom in a meaningful way. Instead, researchers should be aware of any potential for misuse, make their arguments as conclusive as possible, and emphasise the aim of their theory. To prevent harmful misuse in the public sphere, scholars should engage in public philosophy and provide an accurate and conclusive account of their research. Institutions should support this.

Followership is not following: reframing followership in western higher education

ABSTRACT This article examined the meanings of followership in Western higher education as reported in the literature. To retrieve sources, an electronic search was implemented. The search procedure included the terms ‘followership’ and ‘education’ on six databases and other sources. Examination of relevant works found that, in Western higher education, ‘followership’ takes a different meaning than what is currently reported in the literature. Views of self-control and agency and strong notions of autonomy and independence surfaced, aligning with academic ideas of critical and independent thinking, and academic freedom. Indeed, many academics did not align with the idea of being a follower as well as the perspective of followership as the deference to another individual. It was revealed that what academics do in Western higher education cannot be described by the term ‘followership’. In this context, ‘followership’ is more accurately described as an endeavor related to contribution and making a difference; thus, a case for an afresh term was made. It was argued that a new term should acknowledge academics’ autonomy and independence, and that academics ‘volunteer’ but do not ‘subordinate’. Resultantly, the term ‘endeavorship’ was offered.

Academic Freedom as Content Moderation: A Framework in Favor of Individual Rights and Institutional Autonomy

Academic Freedom as Content Moderation: A Framework in Favor of Individual Rights and Institutional Autonomy

Correction: No Such Thing as Free Speech? Performativity, Free Speech, and Academic Freedom in the UK

Correction: No Such Thing as Free Speech? Performativity, Free Speech, and Academic Freedom in the UK

Coloniality and contestations over academic freedom in Africa

Abstract Like other regions of the world, academic freedom is on the decline in Africa. While there are some generic factors accounting for this phenomenon worldwide, others are fundamentally unique to the African context. These are related principally to the subject matter of coloniality of higher education on the continent. This study addresses these matters by, among others, discussing the origins of the university in pre-modern Africa and the place of academic freedom in it. This development is followed by the emergence of university education in Europe through the application of the liberal script and which contributed to the sidelining and eventual general demise of higher education institutions with their roots in pre-modern Africa. The work contends that while one may trace the origins of the university/academic freedom to Africa, academic freedom as it stands today is shaped by the liberal script with hardly any reference to the root of higher education in Africa. Therefore, the meaning, understanding and application of academic freedom do not reflect the realities of higher education in Africa. This work proposes the adoption of a relative universalist approach, as opposed to the liberal approach, which is clothed with universality, but in reality, it is a reflection of a European idea of academic freedom. This approach is considered necessary to reflect the African reality of academic freedom which will help to identify effective advocacy tools to promote and protect academic freedom in Africa and thereby make academic freedom more meaningful for application in the region.

Accountability System, Academic Autonomy, and Freedom of Academia Versus Pathways to Educational Excellence in Hawassa University, Ethiopia

The study examined integrated effects of implementation of accountability system, institutional autonomy, and academic freedom of academia versus pathways to educational (professional, leadership and pedagogical) excellence in Hawassa University. The study answered the central research question: “What do the effects of implementation of accountability, academic autonomy and freedom of academia versus professional, leadership and pedagogical excellences look-like?” The study employed mixed method with concurrent triangulation design. The researchers selected samples of the study using purposive, convenient, stratified, and simple random sampling techniques. The researchers collected data using questionnaires, unstructured interviews, and document examination and analyzed data using descriptive and inferential statistics and thematic narration using SPSS-26 and NVivo-14, respectively. There were multiple gaps pertaining implementing performance-based and professional-based internal accountability to accomplish institutional visions, missions, and mutual goals. The findings of the study showed that although academic autonomy relates to the independence of academic institutions in decision-making concerning curriculum, teaching methods, research, and academic policies, it shows practical gaps concerning teachers’ and students’ academic freedom. This includes challenges related to quality teaching, research, community services, and expression of views to criticize the weakness of institutional censorship. The study recommends that the practice of accountability strategies, technological, and pedagogical innovation toward striving for educational excellences needed improvements. Managerial, technological, and pedagogical innovation should promote decision-making competencies, professional, leadership, and pedagogical excellence.

Free Speech, DEI, and Deplatforming: A Critical Analysis

Abstract Introduction: In recent years, the number of deplatforming attempts has increased at universities. Deplatforming is an attempt to block a person from speaking when certain groups find their content to be objectionable. An institution’s culture of free speech may affect the number of deplatforming incidents. Methods: This study utilized data from a new database of deplatforming incidents on campus. The data were tested for correlations in relation to an institution’s free speech ranking and its level of DEI (Diversity, Equity, and Inclusion) staffing. Results: These initial results show a negative relationship between free speech ranking and deplatforming incidents, and a positive relationship between DEI staffing and deplatforming incidents. Discussion: Institutions face the challenge of balancing an inclusive and equitable environment with the preservation of robust intellectual diversity and academic freedom. Finding this balance requires a thoughtful and deliberate approach that considers the nuances of promoting diversity, equity, and inclusion while safeguarding the principles of free expression and open dialogue. Limitations: These results were only for Power 5 universities in the United States. A more diverse sample may show different results. Conclusions: The culture of an institution is related to the number of deplatforming incidents that take place. This culture can be examined via its commitment to free speech and to its DEI staffing levels. Initial results show that these two factors have a relationship with the number of deplatforming incidents.

On the issue of the formation of the national identity of students (on the case of universities in Kazakhstan)

Introduction. The article examines the theoretical aspects and practical possibilities of formation of national identity in universities of Kazakhstan. This problem is becoming relevant in the context of the globalization of knowledge and international integration of education, the growth of academic mobility and the expansion of intercultural communications. Aim. The aim is to explore the mechanisms of constructing national identity and strengthening the national features of educational programs of higher education based on the study and generalization of the experience of Kazakhstani universities. Methodology and research methods. Based on the content analysis of normative documents on education, the content of bachelor's degree curricula and critical understanding of foreign scientific literature, the authors attempt to fill in the gaps in understanding the mechanisms of formation of national identity in higher education in the country and show its features. Results. The authors present the results of an analysis of the structure and content of bachelor educational programs at universities in Kazakhstan for the presence of the national component in them. Тhe authors summarize that the formation of national identity among the younger generation and filling it with semantic content is considered by the Kazakh academic community as an important state task, as a foundation for the cohesion and spiritual unity of citizens of a multinational country. The mechanisms of constructing national identity in the higher education system have been developed at the state level and are implemented in university training and educational practices. The national component of bachelor's degree programs, focused on formation of national identity, is provided by the content of general education humanities and language disciplines. University programs are developed in accordance with the requirements of the State Bachelor's Degree Standard, which contains a list of compulsory subjects for studying national history and culture, Kazakh, Russian and foreign languages. The principles of academic freedom allow universities to enhance the national flavor of educational programs by filling elective courses with national content. Scientific novelty. In modern conditions, the problem of ensuring the national identity of educational programs universities does not at all seem to be an axiom that contradicts the processes of internationalization of education. Universities around the world use various mechanisms to ensure the national identity of their programs, making them more attractive to students in the context of the development of intercultural communication. Kazakh universities are still gaining experience, but it may already be of interest from the point of view of accumulating practical experience. The practical significance of the study lies in the formulation of the problem as one of the important discourses in higher education. The results of the study will make a certain contribution to the understanding of the mechanisms and factors influencing the provision of national identity of educational programs using the example of a specific country. The article contributes to the scientific conversation about the meaning of national identity and can be a contribution to the study of the problems of forming the national identity of the younger generation.

The destruction of Sciences at Massey University and why we need an independent entity that can investigate universities

This article summarises the events that led to the dismantling of the school of Natural and Computational Sciences at Massey University, Albany campus, and the unsuccessful attempts to prevent it by staff, the public and the New Zealand Association of Scientists (NZAS). Although challenging to prove, we argue that the dismantling was unnecessary, senseless and counterproductive. The unsuccessful attempts to save an academically and financially viable school exposed a weakness in the current Education and Training Act and demonstrated why New Zealand (NZ) needs an independent entity that could investigate universities, guard the national interests, ensure accountability of tertiary institutions’ administration, and protect the academic freedom of individual academics.

ACADEMIC FREEDOM IN GEORGIA: FOCUS ON STUDENTS: The context of academic freedom and perspectives of different student groups

ACADEMIC FREEDOM IN GEORGIA: FOCUS ON STUDENTS: The context of academic freedom and perspectives of different student groups

Academic Displacement and the Multi-Dimensional Life of Migration Categories: Insights from Global South Migration

This article proposes academic displacement as a lens to analyse interconnections between skilled and forced migration, and discusses the policy, work and subjective dimensions of the phenomenon. The analysis suggests that policy construction of academic displacement is framed around a temporal oxymoron between short-term emergency intervention and long-term expectations around ‘rescued’ scholars’ capacity to engage in scientific excellence. It also rests on an individualistic interpretation of academic freedom. Differently, displaced scholars reassert the importance of the communitarian dimension of academic freedom. Being represented as exceptional/temporary guests risks bordering them from both their home academic community and their European ‘host’.

The Chinese idea of a university in flux: academic freedom and institutional autonomy under entrepreneurial reforms in the GBA

ABSTRACT The complexity of the idea of a university has been intensified globally as more universities pursue entrepreneurship. For modern universities in China as latecomers, contemporary entrepreneurial reforms are implemented against a backdrop of ongoing interactions between Chinese and Western ideas of a university, with the Western established as the formal system and the Chinese functioning informally yet powerfully. Through 71 semi-structured interviews at four universities in the Guangdong-Hong Kong-Macao Greater Bay Area, this study explores how academic freedom and institutional autonomy are perceived by Chinese academics under entrepreneurial reforms. The study has two major findings through Clark’s analytical framework of academic, government, and market forces: (1) A novel form of statist academic freedom is emerging, merging traditional Chinese scholarly values with state-driven entrepreneurial demands; (2) The adapted triple helix model in China emphasises competition and excellence, shaped by a unique blend of state influence and market dynamics. It offers a nuanced perspective on academic freedom and institutional autonomy amidst entrepreneurial reforms in China, highlighting a compatibility with Chinese idea of a university and a response to global entrepreneurial pressures.

Dua Dekade Kebebasan Akademik di Indonesia: Tantangan di Tengah Menguatnya Otoritarianisme dalam Model Barunya

This research focuses on analyzing the debates and roles of the academic freedom movement in Indonesia’s authoritarian politics. Numbers of scholars argued on the democracy decline and its current situation of authoritarian turn (Mietzner 2016, 2020; Hadiz 2017; Wiratraman 2018; Waburton and Aspinal 2019; and Winters 2021). Authoritarianism governance in recent politics has been worsening situation of free expression, including academic freedom. Recently, one of attacks is connected to cyber-attacks, which has been targeting journalists, academics, activists or students who defend human rights and environment, indigenous leaders, anti-corruption activists, and women's groups. This article discusses first, how has academic freedom at campuses been shaped by Indonesia's the rise of authoritarian politics; and second how academic freedom has been influenced and easily attacked in the rise of digital authoritarianism. By using an interdisciplinary approach, this article argues that there is a strong relation between the threat of academic freedom and the strengthening of authoritarianism in Indonesia, especially by disciplining campuses through a more systematic bureaucratization. While at the same time, academic freedom has been affected by stronger control of authoritarianism regime by deplying cyber troops in digital spheres. Hence, this article also discusses how human rights instruments and its institutions could promote and defend academic freedom in general.

Latin America: Weak academic freedom within strong university autonomy

Abstract In Latin America, the notions of academic freedom or the freedom of science have not had the overarching influence in defining the prerogatives of scholars and the university that we see them exerting over the experiences of Western Europe and the Anglosphere. The governing notion, from whence all other freedoms emerge, is that of university autonomy. In Latin America, university autonomy evolved over the twentieth century as a protection of the university against the encroachment of governments – often authoritarian or outright dictatorial – so they could carry out their missions as they defined them. In Latin America, the locus of what in Europe is understood as scientific freedom is vested in the universities, not in the professoriate. It is assumed that free universities will foster an environment of academic freedom within. The contemporary contestations of university autonomy in Latin America fit squarely into the liberal script, as they seek to make universities more responsive to policy goals in the areas of higher education quality and accountability, efficiency and productivity, expansion of public or private provision, access and equity. Often, universities and their associations have raised autonomy as an objection to these policy agendas.

Navigating Parallel Intellectual Universes: An Example of Academic Freedom

Abstract Illustrating first the profound impact of Western learning on China’s contemporary knowledge system, this article points out that modern education in China is a mix of Chinese and Western intellectual traditions. In an era of globalization with unprecedented human connectivity, it argues for a bi/multi-cultural intellectual mind for non-Western scholars to navigate between Western and their own traditions. Citing academic freedom as an example, this article posits that it does not make much sense to judge one intellectual tradition according to another. In order for Western concepts and theories to work well in non-Western societies, scholars need to develop a deep understanding of both. Such an argument has strong implications for how to observe China and Chinese education.

Politics in the journal “sotsiologicheskiye issledovaniya”: between ideology and episteme

Each historical era is characterized by its own “episteme” – a general system of thinking and scientific theorizing. The episteme of politics in Russian sociology was formed in conditions of confrontation between ideology and scientific analysis, state patronage and academic freedom. The main stages are highlighted: 1) the first decade 1974–1984; 2) Perestroika 1985–1990; 3) 1990s; 4) 2000s. The journal «Sotsiologicheskiye issledovanya» is considered as a specific form of representation of professional knowledge and ways of knowing, determined by the current level of development of the discipline and the concept of the journal itself. The increasing complexity of the thematic structure, transdisciplinary approach, and the project-based and discussion-based nature of publications help overcome the epistemological uncertainty of politics.

Influence of vascular graft type for ascending aorta replacement on the early postoperative outcome.

Aim of this study was to find out if the type of vascular prosthesis used, especially collagen impregnated polyester versus gelatin impregnated woven fabric graft, has any impact on the early postoperative bleeding rate, blood product consumption and re-thoracotomy rate in isolated ascending aortic surgery. n = 46 consecutive patients who received a supra-commissural replacement of the ascending aorta between 01/2016 - 01/ 2021 were included in this retrospective single-center study. The underlying pathology was an aortic aneurysm in 36 (81 %) and/or an acute type A aortic dissection (ATAAD) limited to the ascending aorta in 7 (15 %) and/or a penetrating aortic ulcer (PAU) with intramural hematoma in 6 (13 %) patients. According to the type of vascular graft used, the cohort was divided as follows: 25 patients (54%) received a double velour woven, collagen impregnated polyester graft (Hemashield, Getinge; CI-Group) whereas in 21 patients (46 %) a gelatin impregnated woven fabric graft was used (Gelweave, Vascutek / Terumo; GI-group). As primary endpoints class 3 bleeding according to the Valve Academic Research Consortium (VARC3) criteria and freedom from re-intervention were assessed. As secondary endpoints, 30-day mortality and stroke were defined. Preoperative risk assessment (EuroSCORE II), gender-, BMI-stratification and NYHA-classification as well as mean CPB-times (114 ± 44min vs 110 ± 48min) and aortic cross-clamp times (71 ± 28min vs 66 ± 30min) were similar in both groups. Bleeding, measured by drainage volume output within the first postoperative 24h (480 ± 426mL vs 389 ± 169mL), erythrocytes concentrate consumption (2,4 vs 2,3) and similar re-thoracotomy rates (4 vs 4.7 %) showed no difference between groups. 30- day mortality (12 vs 5 %; p = 0.614) and stroke rates (4 vs 9.5; p = 0,4) showed no differences between groups. Regarding postoperative bleeding no difference were seen between the two graft types. Long-term follow-up and larger prospective randomized studies are requested to prove these findings.