Academic Freedom Research Articles

Promoting Religious Moderation through English Language Teaching: Strategies and Challenges in Islamic Educational Settings

Religious moderation aligns with the principles of sustainable development by fostering a culture of peace, justice, and inclusivity. Islamic educational settings often integrate religious values into the ELT curriculum, incorporating Islamic stories, teachings, and ethical principles into language learning materials and activities. By using this methodological approach, this research aims to provide valuable insights into effective strategies and key challenges in encouraging religious moderation through ELT in an Islamic education environment. The data used in this research were interview transcripts, focus group recordings, and documents which were then analyzed using thematic analysis to identify recurring themes, patterns, and insights related to strategies and challenges in encouraging religious moderation through ELT. This study adopted a qualitative research design to explore the various experiences, perspectives and practices of educators and stakeholders regarding the promotion of religious moderation through ELT. The study identified some strategies for promoting religious moderation: Incorporate Multicultural Content; Encourage Critical Thinking; Facilitate Open Dialogue; Promote Empathy and Respect; Address Misconceptions and Stereotypes; Highlight Common Values; Engage with Religious Leaders and Community Members and Empower Educators with Training. Some challenges as well were also found: Sensitivity and Cultural Context; Resistance to Change; Misinformation and Stereotypes; Balancing Academic Freedom and Sensitivity; Language Barriers; Lack of Resources and Training; Community and Parental Concerns; and Political and Social Context.

Academic freedom and the unknown: credibility, criticism, and inquiry among the professoriate

In the U.S., military and intelligence personnel, the National Aeronautics and Space Administration (NASA), scholars, professional organizations, legislators, journalists, and others are requesting study of UFOs, recently renamed Unidentified Aerial/Anomalous Phenomena (UAP) by the U.S. government. Yet disinformation, misidentifications, hoaxes, and entertainment cloud the subject. Combined, these factors pertain to wider debates about the parameters of academic freedom. Here, we asked faculty across 14 disciplines at 144 research universities (N = 1460) to register insights about UAP in the academy via confidential survey. To the authors’ knowledge, this is the first national study to examine scholars’ evaluations of academic credibility and possible social or professional repercussions—including concerns for tenure, promotion, and academic freedom—in relation to UAP. Results suggest that faculty concern that conducting UAP-related research would jeopardize their tenure or promotion might exceed colleagues’ actual negativity toward such research on tenure or promotional votes. Only 7.4% of faculty responded that “Yes” they would vote negatively (“No” = 61.92%, “Maybe” = 27.95%), though 52.67% reported some degree of concern for tenure or promotion. Faculty more frequently reported some degree of concern for social rather than professional repercussions. Concern for ridicule totaled 69.04%. Among all faculty, 66.24% reported that their discipline was capable to some degree of evaluating the evidence or significance of UAP. The disciplines of physics (95.82%), philosophy (88.73%), anthropology (87.09%), and engineering (83.15%) most frequently reported capability. Those who most frequently responded “Not at All” capable belonged to economics (59.7%), literature/English (54.46%), nursing (53.33%), and art and design (51.52%). Notably, although physics faculty most frequently responded that their discipline was capable to some degree of evaluation, nearly three in four reported some degree of concern about ridicule. From 250 open-ended responses, we generated 14 themes pertaining to research or teaching. To promote transparency, highlight a range of perspectives, and facilitate debate, for each theme we included at least 3 example quotes. In the context of ongoing developments, we discuss results, which underscore the complexity of beleaguered subjects and render conversations about academic freedom and UAP timely, relevant, and necessary.

Bibliometric Analysis of Studies on Academic Freedom in the Field of Educational Sciences

This study aims to analyze and interpret academic publications related to “academic freedom” indexed in the Web of Science database using bibliometric analysis methods. A bibliometric analysis was conducted to evaluate the academic publications on the topic of academic freedom in the field of education and educational sciences, which are indexed in the WoS database. Additionally, scientific field mapping techniques were employed. A total of 579 studies on academic freedom were identified within the field of education sciences. The various maps were analyzed in terms of specific usage types, authors, works, years of publication, and authors. The research findings indicate that Philip Altbach is the most frequently cited author. The most frequently cited research is that of African Higher Education: The Challenges for the 21st Century," The most effective source is the Higher Education Journal. The most frequently cited institution is Boston College. The United States of America is the country with the highest number of citations. To contribute to the field, it is recommended to increase the research on "academic freedom" indexed in the WoS database. Increasing the number of bibliometric analysis studies in different fields will contribute to the literature.

Surveillance and datafication in higher education

It has become a commonplace in educational research and policy discourses to state that digital technology has ‘transformed’ the nature of higher education, and even the university itself, leading to what is claimed to be more interactive or less hierarchical formats and engagement, in which traditional modes of teaching such as the lecture, are claimed to be obsolete. These narratives, arguably, express a widespread desire for ‘transformation’ in the university. In terms of digital education, this has been expressed variously in the apparently benign ideologies of ‘active learning’, ‘connectivism’, and ‘the flipped classroom’, all of which share common values, those which prize student interaction, and observable engagement, both online and in the face-to-face setting. Although these constructs appear to be ‘student centred’ and progressive, critics (e.g. Macfarlane 2017) have pointed out that an emphasis on student performance of a particular form of engagement and identity in higher education may in fact threaten the fundamental values of academic freedom. In parallel, regimes of audit concerning academic performance have become more prevalent in higher education, with metrics measuring publications and impact becoming more influential on academic careers. I have argued elsewhere (Author 2020) that this tendency is greater in the context of digital education, where performativity, surveillance and regulation are intensified via digital technologies, as part of a broader ‘culture of surveillance’ in society (Lyon 2018). As recent commentators have argued (e.g. Williamson 2017a), the increased use of big data to track and monitor student activity, has the effect of ‘datafying’ them as human subjects; the same could be said for the technology of the h-index for academics. In this paper I will combine insights of digital education research, science and technology studies and information science in order to interrogate the nature and effects of this increased ‘datafication’ of higher education, looking at two examples; learner analytics and the author publication metric h-index. I will argue that these two digitally-mediated ‘documenting’ practices share several features; they have a supervisory or surveilling function, they are underpinned by particular ideologies, and they carry normative force regarding the nature of ‘desirable’ subjectivities and practices. I conclude that there is a need to sustain a critical agenda of research around these technologies of surveillance and documentation, particularly in the current context in which ‘discourses of inevitability’ surrounding digitisation of higher education prevail.

Decoding South African lecturers’ frustrations with neoliberal governance approaches

Corporate norms and values, characterised by an enterprise ethos, became the new parameters that defined the academic environment. Academics are increasingly becoming concerned about the commodification of higher education and its impact on academic quality and the standards of quality graduates. The voices of South African academics and their experiences within the neoliberal university governance remain underexplored in the current literature. This study aimed to enhance understanding and contribute to knowledge by exploring lecturers’ experiences within a corporatised academic work environment. This study took place across public and private higher education institutions in South Africa. A cross-sectional, qualitative, interpretative phenomenological research design was employed. Data was collected by means of semi-structured interviews with a diverse sample of 20 lecturers. The data analysis followed the principles of interpretative phenomenological analysis. The findings of the study identified three key areas that triggered feelings of frustration with management: (1) participants experienced a lack of management’s understanding of governing academic work environments, (2) an erosion of their collegial culture, and (3) a lack of transparent communication.Contribution: A key contribution of this study, which set it apart from other studies, was lecturers’ perceptions that their professional identity, collegiality, autonomy, and academic freedom were in crisis.

Social Responsibility and Sustainability: The Changing Mission of Higher Education

The article examines the basic principles of higher education and the involvement of universities in achieving sustainable development goals on a global scale. A complete overview is given of the fundamental principles of higher education - academic freedom and academic responsibility, which form the value basis of classical education in its historical period of development. In modern conditions, these principles are increasingly reflected in the activities of universities related to their key role in solving economic, social and environmental problems. Universities are increasingly declaring social responsibility and proving this through their decisions in the face of a social crisis. Keywords: higher education, university, sustainability, development, academic integrity

Politicizing science funding undermines public trust in science, academic freedom, and the unbiased generation of knowledge.

This commentary documents how federal funding agencies are changing the criteria by which they distribute taxpayer money intended for scientific research. Increasingly, STEMM (Science, Technology, Engineering, Mathematics, and Medicine) funding agencies are requiring applicants for funding to include a plan to advance DEI ("Diversity, Equity, and Inclusion") in their proposals and to dedicate a part of the research budget to its implementation. These mandates undermine the academic freedom of researchers and the unbiased generation of knowledge needed for a well-functioning democracy. Maintaining excellence in science is fundamental to the continuation of the U.S. as a global economic leader. Science provides a basis for solving important global challenges such as security, energy, climate, and health. Diverting funding from science into activities unrelated to the production of knowledge undermines science's ability to serve humankind. When funding agencies politicize science by using their power to further a particular ideological agenda, they contribute to public mistrust in science. Hijacking science funding to promote DEI is thus a threat to our society.

The Political Economy of Academic Freedom

Abstract This paper surveys the empirical literature on causes and consequences of academic freedom that has grown up since the release of new data in 2020. The literature suggests that democracy and multi-party politics contribute to more academic freedom. However, declines in academic freedom may predict autocratisation. In addition, the literature shows that academic freedom contributes to better research, innovation and productivity growth.

Edward W. Said: Not so lost reflections On Lost Causes such as the one-state solution

ABSTRACT The article examines the enduring relevance of Edward Said's perspectives on the Israeli-Palestinian conflict, juxtaposing contemporary challenges with Said's visionary advocacy for a one-state solution. The analysis delves into the complexities of the evolving Middle East dynamics, emphasising the need to reconsider alternative frameworks. Central to our analysis is Said's intellectual ethos, which champions the role of secular intellectuals and profoundly influences his democratic values, his defence of a binational state, and his staunch support for academic freedom. Said's legacy serves as a guiding beacon, stressing the moral imperative to challenge entrenched power structures and advocate for truth. The article explores Said's arguments for a binational state rooted in democratic principles and universal values, arguing that despite scepticism and political marginalisation, his vision offers a compelling pathway toward reconciliation and peace, transcending conventional paradigms and amplifying marginalised voices. This approach highlights how Said's commitment to democracy and intellectual freedom shapes his support for causes other believe to be hopeless and continues to inspire contemporary discourse.

Science and Academic Education as Commodities. The Capitalist Dilemma of Modern Universities

Modern universities, both at the level of science and at the level of student education, make a conscious choice of directions. Thus, their scientific and educational activities are being commodified in accordance with the expectations of the free market. It becomes interesting to analyze the issue of academic freedom, when the activities of universities and scientists are controlled by the forces of the free market. The text presented here analyzes the phenomenon of commodification of science and academic education from a meta-scientific, legal and geographical perspective. The whole is complemented by final conclusions.

LINGUISTIC AESTHETISM IN NEOREALIST UKRAINIAN FICTION OF THE BEGINNING OF THE XX CENTURY

The purpose of the article is to analyze the linguistic aestheticism of neorealist works of art of the beginning of the ХХ century. Attention is focused on certain tasks: to determine the positions of neorealism in Ukrainian literature; to prove the legality of consideration of linguistic aestheticism in neorealist works; find out the linguistic specificity of neorealism; to reveal the features of neorealist aestheticism in the language of the artistic text. The works of Ukrainian artists and scientists of the ХХ century were chosen as the object of research. The subject of the study is to find out the specifics of the linguistic and aesthetic-worldview foundations of neorealism. The theoretical and methodological principles of the research are based on some concepts and ideas of domestic philologist scientists O. Potebny, O. Biletskyi, L. Bulakhovskyi, D. Chyzhevskyi, I. Franko, Lesya Ukrainka, M. Zerov, M. Kodak, V. Lesyn and O. Pulynets, V. Fashchenko and others. The work uses comparative, descriptive, comparative, and structural research methods. The scientific novelty of the work lies in the fact that, for the first time, attention is drawn to the linguistic aestheticism of neorealist works of Ukrainian authors using the examples of linguistic and stylistic concepts of well-known linguists, literary critics, and artists. The paper offers a review of theoretical explorations and positions of well-known domestic scientists on linguistic aestheticism in neorealist Ukrainian fiction of the beginning of the ХХ century. Based on these considerations, one can turn to the artistic word in the author’s text, which reveals the unique beauty and mystery of human life, movement in the world, the author’s worldview and worldview through the magic of words. The prospects of researching the linguistic aestheticism of neorealist works of art of the beginning of the ХХ century provide an opportunity for the development of scientific horizons and experimental freedom in investigative creativity.

Openness to Change and Academic Freedom in Jordanian Universities

Abstract This study aimed to assess the degree of openness to change among the faculties of educational sciences in Jordanian universities and its correlation with academic freedom, as perceived by faculty members. Additionally, it sought to identify whether there were statistically significant differences in the levels of openness to change and academic freedom based on variables such as gender, academic rank, university, and country of graduation. The study employed a descriptive correlational approach, involving 407 faculty members from the faculties of educational sciences in Jordanian universities during the first semester of the academic year 2021/2022. The study found a moderate level of openness to change and academic freedom, with a strong correlation between the two. No significant gender-based differences were identified, but Arab university graduates displayed higher levels. Hashemite University professors and associate professors emphasized these aspects more than counterparts at other Jordanian universities and different academic ranks. The results highlight the need for increased societal awareness, particularly within the educational community, about the importance of various freedoms. Additionally, the study recommends heightened awareness of the role of unions and institutions for Jordanian university faculty members, aiming to improve their scientific and social conditions.

American academic freedom is in peril.

Academics researching online misinformation in the US are learning a hard lesson: Academic freedom cannot be taken for granted. They face a concerted effort-including by members of Congress-to undermine or silence their work documenting false and misleading internet content. The claim is that online misinformation researchers are trying to silence conservative voices. The evidence suggests just the opposite.

A conversation on academic freedom and freedom of expression at the university

In this academic interview, Yale law professor Robert C. Post elucidates the distinction between freedom of expression and academic freedom, emphasizing that universities are communities guided by the twin missions of education and knowledge production. At their best, universities function as ‘disciplinary communities’ who must act in professionally competent ways. Post characterizes academic freedom as a ‘two-faced coin’. On the one hand, academic freedom embodies the values and principles essential for the governance of a healthy university community; on the other hand, it shields universities from external regulations that might hinder their mission of advancing education and research. Post also addresses the significant challenges to freedom of expression posed by the cosmopolitan public sphere, particularly in the age of social media and AI. As a trustee of Meta’s Oversight Board, Post highlights the complex issue of harmful speech online, noting that it is not only a matter of scale but also of scale, producing harms that are stochastic in nature.

The Coloniality of Academic Freedom and the Palestine Exception

This article reflects on my experience of being suspended and reinstated. It demonstrates how administrators, including those at my institution, knowingly violate academic freedom and free speech. Throughout, I discuss the institutional and political machinations seeking to silence dissident voices, particularly those who critique Israel and Zionist settler colonialism. The aim is to make more visible the linkages between external pressure and the capitulation of administrators influenced by donors. I highlight the university’s role in producing technologies of colonial violence used on Palestinian bodies and the significance of the Gaza solidarity encampments. In the subsequent sections, I critique the weaponization of antisemitism and the Palestine exception to academic freedom. The article concludes by emphasizing the importance of speaking and writing truth to power during a genocide.

The Nexus Between Higher Education Expansion and Economic Growth in Ethiopia: An Empirical Examination

Over the past three decades, Ethiopia’s higher education system has undergone substantial expansion, marked by an increase in the number of universities from two to more than 100 and a surge in student enrollment from 48 000 to more than 400 000. Despite this growth, there is a paucity of research on the relationship between higher education expansion and economic growth, with the few quantitative studies that have been undertaken yielding inconsistent outcomes. This research study embraced endogenous economic growth theory, employed the Autoregressive Distributive Lag (ARDL) bound testing model, and used World Bank data from 1991 to 2021 to explore the relationship between economic growth (measured by GDP per capita) and the expansion of higher education (proxied by gross tertiary enrollment). Contrary to prevailing assumptions, the study uncovered an insignificant association between higher education expansion and economic growth. Unlike other studies, it used qualitative analysis to unearth the potential contributing factors and identified subpar educational quality, limited university autonomy, and constrained academic freedom as critical issues. It is recommended that policymakers in countries undergoing similar higher education expansion should not only focus on increasing the number of students, but also prioritise improving the quality of education, granting greater autonomy to universities, and ensuring academic freedom. These factors are crucial for higher education to effectively contribute to economic growth.

A Land Acknowledgment in a Different Key: Palestine, Solidarity and the Disruption of the Liberal Script

Rather than the exception to an otherwise progressive intellectual environment in North American, and specifically Canadian universities, the suppression of speech related to Palestine reveals the racial limits of a settler-colonial liberal politics of acknowledgment and reconciliation. The mainstream or institutional conceptualisation of academic freedom does not address the structural racism and settler-colonial realities within which Canadian universities are embedded, rendering them as ‘natural’ allies for Israeli institutions and state practices. A complicated, if revealing, moment of exposure of the limits of the liberal script of reconciliation is the land acknowledgment, which has become, since October 2023, an opportunity grasped by some critical scholars to acknowledge the links between the ongoing genocide in Palestine and settler colonialism across Turtle Island. Tracing the oppositional functions of the land acknowledgment, this article exposes the political limits of a liberal racial order, which is explicitly challenged by expressions of solidarity with the Palestinian struggle for liberation.

Syllabus as argument in an era of politicized pedagogy

AbstractThe traditional character of higher education in the US is under assault. The broad, intellectual focus on the liberal arts and its concomitant values of academic freedom and academic governance are giving way to an over‐managed vocational institution that prioritizes ambience over integrity and credentialism over citizenship. In this milieu, sociologists should use the classroom as an opportunity to model the explanatory power of the discipline by structuring our syllabi to make a point. I refer to this approach as syllabus‐as‐argument, which I contrast with the traditional organizational logic of syllabus‐as‐survey—configuring a syllabus to provide an overview of a given topic, theme or field. Where the chief criterion of success for the syllabus as survey is comprehensiveness, the syllabus as argument strives for convincingness. I draw from two courses to exemplify this approach. The first is a senior seminar in environmental sociology, which I have reworked into a course explaining the intractability of the climate crisis. The second is a general education course in community sociology that I remade to explain the links between growing inequality and deteriorating democracy in the US.

College, Knowledge, and Class

The author proposes a Marxian class analysis of undergraduate education in U.S. four-year residential colleges and universities, highlighting the role of student labor in the production of courses, degrees, and campus life (college) and in the production of academic learning (knowledge). Undergraduate students are theorized as direct producers within two overlapping class structures: academic feudalism (college) and academic communism (knowledge). The concept of academic communism is argued to be normatively compatible with Marxian and liberal visions of higher education: the Marxian commitment to abolish class exploitation and the liberal commitment to academic freedom. As a constructive response to intensifying criticisms of undergraduate education as we know it, a Marxian view of college and knowledge offers an ethically grounded defense of the core mission of U.S. higher education, centered on undergraduate students and faculty members as coproducers of academic knowledge.

Academic Freedom and Freedom of Expression in the University Film and Video Association: Creating Legitimacy for Asserting Norms

Academic Freedom and Freedom of Expression in the University Film and Video Association: Creating Legitimacy for Asserting Norms