The Gender Wars, Academic Freedom and Education

Suissa, Judith; Sullivan, Alice

doi:10.1111/1467-9752.12549

Cited by 27 publications

(29 citation statements)

References 40 publications

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“…The situation hinders her from accessing the online education as she cannot afford to buy data. The lack of financial resources by transgender students attest to the finding by Kia et al, (2020) and Suissa and Sullivan, (2021) indicating that transgender populations face adverse conditions such as poverty.…”

Section: Discussionmentioning

confidence: 80%

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Transgender student experiences of online education during COVID-19 pandemic era in rural Eastern Cape area of South Africa: A descriptive phenomenological study

Mavhandu-Mudzusi

Mudau

Shandu

et al. 2021

RESSAT

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COVID-19 affected education in many ways. As a response, various strategies were introduced to ensure students’ access to education, including online education. For most of the students, fulltime online education brought diverse challenges. This descriptive phenomenological study explored the experiences of transgender student regarding online education during the COVID-19 pandemic in Buffalo City Metro Municipality, South Africa. Data were collected by means of individual telephonic interviews with eight purposively selected transgender students using the snowballing technique. Data were thematically analysed using the interpretative phenomenological analysis framework for data analysis. The findings indicate that transgender students faced barriers in accessing online education, including (i) limited interaction, (ii) unconducive home environment because of stigmatisation, abuse and disruptions, and (iii) lack of access to the internet owing to the centralisation of internet access points, the unaffordability of data, unstable internet connections and an intermittent electricity supply. The findings further highlighted that transgender students face stigmatisation and abuse which hinder their learning. The situation is exacerbated by a lack of sources of income for transgender students, especially those who must make means for money to buy educational resources such as data for internet connection needed for online classes. Based on the findings, the researchers recommend continuous support for transgender students to ensure their continued engagement in online education, amidst the challenges they face. To this end, educational institutions should ensure that students have alternative means of accessing education so that those from diverse populations, settings and socioeconomic statuses are reached.

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Section: Discussionmentioning

confidence: 80%

“…In fact, the negative experiences of transgender students are sometimes described as hostile Wayne, Kassen & Omercajic, 2020;Daniels et al, 2019). In addition to societal attitudes, transgender populations face adverse conditions such as poverty (Kia, Robinson, MacKay & Ross, 2020;Suissa & Sullivan, 2021).…”

Section: Introductionmentioning

confidence: 99%

Transgender student experiences of online education during COVID-19 pandemic era in rural Eastern Cape area of South Africa: A descriptive phenomenological study

Mavhandu-Mudzusi

Mudau

Shandu

et al. 2021

RESSAT

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“…Kant's view of freedom of speech is also germane to numerous contemporary debates around identity and discrimination, as well as academic freedom (see e.g. Suissa & Sullivan, 2021), not to mention the role and influence of social media, which, while it massively expands the possibilities of open communication and grassroots activism, also makes possible many abuses. Keyboards do not seem to show the restraint Kant attributed to pens, and the ease with which social media can be used to propagate conspiracy theories, misinformation and outright lies has been much exploited by individuals, as well as by corporations and governments.…”

Section: Public Reasonmentioning

confidence: 99%

Kant on education and improvement: Themes and problems

Sticker

Bakhurst

2021

J Philosophy of Edu

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Whilst Kant is one of the most influential figures in the history of philosophy and was also, in his own time, an important theorist of education, he is sometimes regarded with suspicion by contemporary educational theorists. His philosophy, it is often maintained, is fraught with problematic dualisms and other familiar confusions of the Enlightenment that are obstacles to cogent educational theory and liberatory pedagogical practice. At the same time, of course, there are many Kantian ideas that have informed and inspired important developments in philosophy of education, not least of all the concept of autonomy, which played a prominent role in the London School's conception of liberal education in the 1960s and 1970s and which has had ever since a vital, if contested, place in theories of educational aims and values. In this essay-a prologue to the Special Issue, Kant on Education and Improvement-we explore the enduring relevance to education of Kant's insights on the following topics: autonomy; dignity and respect for persons; pedagogy; motivation and sensitivity; judgement; public reason; progress; and duties to self. We end by considering two significant problems in Kant's legacy: his dreadful views of race, gender and sexuality, on the one hand, and the apparently problematic metaphysical foundations of his philosophy, on the other.

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“…Recent data shows only approximately 20% of the world's population lives in countries where academic freedom is well protected (Bothwell, 2021). Faculty are regularly deplatformed, and researchers and scientists are pilloried and censored-not for violence or fraud, but because they expressed a particular view, stated an accepted truth of their discipline, researched and published a sensitive issue from a perspective deemed wrong, or even because they "liked" or "retweeted" something anointed by the perpetually outraged as an affront (Suissa & Sullivan, 2021).…”

mentioning

confidence: 99%

“…Academic freedom as a cornerstone of the academy is being eroded (Stock, 2019;Suissa & Sullivan, 2021) by sustained activist campaigns intended to silence and discredit scholars who challenge their views (Dreger, 2016). This is no "party political" complaint as the "woke left" are now as censorious and authoritarian as the established right.…”

mentioning

confidence: 99%