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Academic Freedom (academic + freedom)
Selected AbstractsJoseph Kinmont Hart and Vanderbilt University: Academic Freedom and the Rise and Fall of a Department of Education, 1930,1934HISTORY OF EDUCATION QUARTERLY, Issue 4 2003Deron R. Boyles No one can follow the history of academic freedom, without wondering at the fact that any society, interested in the immediate goals of solidarity and self-preservation, should possess the vision to subsidize free criticism and inquiry, and without feeling that the academic freedom we still possess is one of the remarkable achievements of man. At the same time,one cannot but be disheartened by the cowardice and self-deception that frail men use who want to be both safe and free.1 [source] Academic Freedom and the Freedom of Academics: Toward a Transnational Civil Society MoveINTERNATIONAL STUDIES PERSPECTIVES, Issue 4 2007Martin O. Heisler First page of article [source] Who Governs Academic Freedom in International Studies?INTERNATIONAL STUDIES PERSPECTIVES, Issue 4 2007James H. Mittelman First page of article [source] For the Common Good: Principles of American Academic FreedomJOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY, Issue 1 2010William G. Tierney No abstract is available for this article. [source] Academic Freedom and Academic Duty to Teach Social Justice: A Perspective and Pedagogy for Public Health Nursing FacultyPUBLIC HEALTH NURSING, Issue 2 2007Nancy L. Fahrenwald ABSTRACT Public health nursing practice is rooted in the core value of social justice. Nursing faculty whose expertise is in public health are often the content experts responsible for teaching this essential, yet potentially controversial, value. Contemporary threats to academic freedom remind us that the disciplinary autonomy and academic duty to teach social justice may be construed as politically ideological. These threats are of particular concern when faculty members guide students through a scientific exploration of sociopolitical factors that lead to health-related social injustices and encourage students to improve and transform injustices in their professional careers. This article (a) reviews recent challenges to academic freedom that influence social justice education, (b) explores academic freedom and duty to teach social justice within the discipline of nursing, and (c) proposes a praxis-based approach to social justice education, which is grounded in transformative pedagogy. [source] The "ANRC has Withdrawn its Offer": Paul Kirchhoff, Academic Freedom and the Australian Academic Establishment,AUSTRALIAN JOURNAL OF POLITICS AND HISTORY, Issue 3 2006Geoffrey Gray The main focus of examinations of intellectual suppression and censorship of scholars and academics in Australia has been on the post-1945 period, particularly the Cold War. The interwar years have, in comparison, received little attention, resulting in a lack of historical understanding of the development of censorious structures and traditions in Australia. In this paper I discuss the exclusion of Paul Kirchhoff, a German anthropologist, a member of the German Communist Party and a Jew, from undertaking anthropological research in Australia, including its external territories, between 1931 and 1932. Kirchhoff applied for a research grant from the Australian National Research Council (ANRC) which, although awarded, was withdrawn once the Executive Committee was informed by the Australian government that the British MI5 considered him a security risk. His membership of the Communist Party was the reason put forward. This case also underlines the transnational aspect of security services and the international reach of academic anthropology. Kirchhoff was a victim of the ANRC's sympathetic collaboration with the Commonwealth Attorney-General's office to stifle academic and civil freedom. [source] Academic freedom and tenureNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 125 2004Richard Fossey This chapter provides an overview of academic freedom and tenure as applied to the community college. [source] DERRIDA'S RIGHT TO PHILOSOPHY, THEN AND NOWEDUCATIONAL THEORY, Issue 3 2009John Willinsky In this essay, a tribute to Jacques Derrida's educational efforts at expanding access to current work in philosophy, John Willinsky examines his efforts as both a public right and an element of academic freedom that bear on the open access movement today. Willinsky covers Derrida's extension and outreach work with the Groupe de Recherches pour l'Enseignement de la Philosophie in the 1970s and a decade later with Collège International de Philosophie that provided public access to ongoing and leading-edge philosophical work, as well as supporting the teaching of philosophy in the schools. Willinsky also relates Derrida's dedicated, practical educational work, his historical analysis of Descartes's decision to write in French, and more recent initiatives that are using Internet technologies to increase public and educational access to published scholarly work in the humanities in a very similar spirit. [source] From Scientific Apprentice to Multi-skilled Knowledge Worker: changes in Ph.D education in the Nordic-Baltic AreaEUROPEAN JOURNAL OF EDUCATION, Issue 3 2007ANDREAS ÖNNERFORS There is no doubt that what is generally referred to as ,Ph.D education' has undergone dramatic changes in Europe in recent years. Whereas the Bologna Process, launched in 1999, originally had in mind to make it easier for undergraduate students to gain international experience and enhance their employability by facilitating mobility and transparency of higher education in Europe, the idea of a ,third cycle' of doctoral studies came relatively late in the discussion (2003). For some academic cultures, the idea of educating doctoral students was and still is perceived as a threat against academic freedom, originality and credibility. Other academic cultures have already long adopted Ph.D training schemes as an integrated part of training future scientists and knowledge workers. This article presents the result of a recent survey on Ph.D training in the Nordic-Baltic Area (Andreas Önnerfors: ,Ph.D-training/PGT in the Nordic-Baltic Area', Exploring the North: papers in Scandinavian Culture and Society 2006:1, Lund 2006) initiated by the Nordic research organisation NordForsk, which discusses new concepts of doctoral education and training in the five Nordic and the three Baltic countries as well as in Russia, Poland and three northern states of the Federal Republic of Germany. Whereas there is great correspondence in the performance of doctoral training and education in the Nordic countries and changes have been introduced permanently for about 30 years, Poland, Germany and Russia are battling with their academic traditions and the challenge of adapting their academic cultures to joint European standards. This concerns especially the phenomenon of two postgraduate degrees (the Ph.D and a further degree) and the view upon training elements in doctoral studies. After their independence, the three Baltic countries rapidly adapted their systems of higher education to the Nordic model. [source] THE IMPACT OF THE UNIVERSAL DECLARATION OF HUMAN RIGHTS ON THE STUDY OF HISTORYHISTORY AND THEORY, Issue 1 2009ANTOON DE BAETS ABSTRACT There is perhaps no text with a broader impact on our lives than the 1948 Universal Declaration of Human Rights (UDHR). It is strange, therefore, that historians have paid so little attention to the UDHR. I argue that its potential impact on the study of history is profound. After asking whether the UDHR contains a general view of history, I address the consequences of the UDHR for the rights and duties of historians, and explain how it deals with their subjects of study. I demonstrate that the UDHR is a direct source of five important rights for historians: the rights to free expression and information, to meet and found associations, to intellectual property, to academic freedom, and to silence. It is also an indirect source of three duties for historians: the duties to produce expert knowledge about the past, to disseminate it, and to teach about it. I discuss the limits to, and conflicts among, these rights and duties. The UDHR also has an impact on historians' subjects of study: I argue that the UDHR applies to the living but not to the dead, and that, consequently, it is a compass for studying recent rather than remote historical injustice. Nevertheless, and although it is itself silent about historians' core duties to find and tell the truth, the UDHR firmly supports an emerging imprescriptible right to the truth, which in crucial respects is nothing less than a right to history. If the UDHR is a "Magna Carta of all men everywhere," it surely is one for all historians. [source] Joseph Kinmont Hart and Vanderbilt University: Academic Freedom and the Rise and Fall of a Department of Education, 1930,1934HISTORY OF EDUCATION QUARTERLY, Issue 4 2003Deron R. Boyles No one can follow the history of academic freedom, without wondering at the fact that any society, interested in the immediate goals of solidarity and self-preservation, should possess the vision to subsidize free criticism and inquiry, and without feeling that the academic freedom we still possess is one of the remarkable achievements of man. At the same time,one cannot but be disheartened by the cowardice and self-deception that frail men use who want to be both safe and free.1 [source] Computer-assisted teaching and assessment of disabled students in higher education: the interface between academic standards and disability rightsJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 3 2007O. Konur Abstract, Computer-assisted teaching and assessment has become a regular feature across many areas of the curriculum in higher education courses around the world in recent years. This development has resulted in the ,digital divide' between disabled students and their nondisabled peers regarding their participation in computer-assisted courses. However, there has been a long-standing practice to ensure that disabled students could participate in these courses with a set of disability adjustments that are in line with their learning modalities under the headings of presentation format, response format, timing, and setting adjustments. Additionally, there has been a set of supporting antidiscriminatory disability laws around the world to avoid such divide between disabled students and their nondisabled peers. However, following a successful pre cedent in Davis v. Southeastern Community College (1979), the opponents of disability rights have consistently argued that making disability adjustments for disabled students to participate in computer-assisted courses would undermine academic and professional standards and these laws have resulted in a ,culture of fear' among the staff. This paper challenges such myths and argues, based on a systematic review of four major antidiscriminatory laws, that universities have full academic freedom to set the academic standards of their computer-assisted courses despite the introduction of such laws and that there has been no grounds for the perceived culture of fear about the consequences of the participation of disabled students in computer-assisted courses. [source] Academic freedom and tenureNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 125 2004Richard Fossey This chapter provides an overview of academic freedom and tenure as applied to the community college. [source] Paranoid investments in nursing: a schizoanalysis of the evidence-based discourseNURSING PHILOSOPHY, Issue 2 2007Dave Holmes rn phd Abstract, There are those who would argue that, recently, the profession of nursing has made a radical shift, while others believe that a schism has been created among both scholars and clinicians as a result of the emerging dominance of the evidence-based nursing movement. This paper offers a philosophical critique of this movement using Gilles Deleuze and Felix Guattari's concept of schizoanalysis. As a conclusion, the authors posit that nursing professionals maintain a stance of academic freedom of thought and scientific integrity through the acceptance of multiplicity, diversity, and polyvocality, and by challenging with politically charged concepts the totalizing perspectives that often spread through the profession/discipline of nursing. [source] Academic Freedom and Academic Duty to Teach Social Justice: A Perspective and Pedagogy for Public Health Nursing FacultyPUBLIC HEALTH NURSING, Issue 2 2007Nancy L. Fahrenwald ABSTRACT Public health nursing practice is rooted in the core value of social justice. Nursing faculty whose expertise is in public health are often the content experts responsible for teaching this essential, yet potentially controversial, value. Contemporary threats to academic freedom remind us that the disciplinary autonomy and academic duty to teach social justice may be construed as politically ideological. These threats are of particular concern when faculty members guide students through a scientific exploration of sociopolitical factors that lead to health-related social injustices and encourage students to improve and transform injustices in their professional careers. This article (a) reviews recent challenges to academic freedom that influence social justice education, (b) explores academic freedom and duty to teach social justice within the discipline of nursing, and (c) proposes a praxis-based approach to social justice education, which is grounded in transformative pedagogy. [source] A Special Brand of SausageANTIPODE, Issue 5 2008Winifred Curran Abstract:, At our institution, the next iteration of the corporatization of higher education is the creation of a university brand. This brands us as academics and creates its own landscape of consumption. It also raises troubling issues about academic freedom. [source] | ||||||||||||||||