The Contested Terrain of Academic Freedom in Canada's Universities: Where Are We Going?

Abstract

Academic freedom has been a contested concept throughout its history, but it is a necessary condition for the advancement and dissemination of shared knowledge. It is an integral part of university education and research, and is intimately connected with collegial governance and the common good. In Canada's research-intensive universities, the threats to academic freedom are both internal and external. This article examines these issues and suggests ways in which to resist and possibly overcome them, including the establishment of alternative universities.

Russell and Chomsky as Advocates of Humanistic Education

“…Russell (1935Russell ( /2006 understood this tendency as early as the 1930s when he wrote of the "cult of efficiency" that measures everything in terms of money and the speed with which goods can be produced (p. 11) "The contemplative habit of mind" necessary for understanding the world in a dispassionate way becomes redundant, as knowledge is no longer considered as valuable in itself but only as an instrument for increased power over others (p. xxvi). 16 As a result, academic freedom, which is a necessary condition for the advancement of knowledge is threatened, since research and teaching are increasingly conducted in ways that enhance private wealth (Woodhouse, 2017;. Russell (1957Russell ( /1983, himself, originally considered the question of the value of academic freedom in 1940, "in a world distracted by war, tormented by persecution, and abounding in concentration camps," and he immediately answered that "it is part and parcel of the same battle" (pp.…”

“…There are two necessary conditions for a knowledge claim to be protected by academic freedom, whether in teaching or research. First, that one engages in a critical examination of the evidence supporting it; and second, that one respect the right of those who hold opposing views to do so (Woodhouse, 2009;2017). In terms of the conditions necessary for any knowledge claim to be protected by academic freedom, Keegstra fails on both counts.…”

Academic Freedom: Understanding and Experience of Higher Education Lecturers in Indonesia

“…In almost all cases, the threat ends with the defeat of the college. Third, universities are subject to pressure and the threat of academic freedom, without taking any resistance [27]. Therefore, two things are very important and become the focus of this research.…”

Knowledge as a Public Good : Comments on Special Issue: What is the Good University?

“…As a shared good, knowledge can only be realized where a community of scholars engaged in critical thought determines the adequacy of its claims. This process of critical inquiry can only succeed where claims and refutations are made public, since knowledge itself is a public good whose value is realized through its being shared (Woodhouse, 2017). Put differently, unless knowledge is shared in ways that emphasize critical thought, its public nature will be at risk.…”

“…First, the plan would ensure that governments defund universities, a process that has encouraged the push towards the privatization of Canadian education, which generates at least $60 billion in revenue per year (Shaker, 2000). By 2009, the federal government would have had to invest $4 billion per year in universities just to return to the funding levels of the early 1980s (Woodhouse, 2009b). Second, it was necessary, in CHEF's own words, "to provide a greater incentive in the university to seek out corporate partners" (Buchbinder and Newson 1991, p.21).…”