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Index

Published online by Cambridge University Press:  04 January 2024

Dina Kiwan
Dina Kiwan
Affiliation:
University of Birmingham

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Type
Chapter
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Academic Freedom and the Transnational Production of Knowledge , pp. 193 - 198
Publisher: Cambridge University Press
Print publication year: 2024
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NC
This content is Open Access and distributed under the terms of the Creative Commons Attribution licence CC-BY-NC 4.0 https://creativecommons.org/cclicenses/

Index

abortion. See bioethics
academic appraisals, 79–83
academic freedom
a brief intellectual history, 16–19
conditions of, 92–94
constructions and contestations, 24, 159–163, 177–178
historical perspective, 3
key legal and policy statements, 20–23
meaning of, 1, 3–4
qualitative and quantitative measures, 8
relationship with conceptions of knowledge, 163–166
as under threat, 1–2
transnational theory of, 13–14, 159
universalised position, 39
academics’ responsibility, 24–26, 106, 161
activism, and knowledge production, 46–48
affect, 34–38
American Association of University Professors (AAUP), 17–18, 20–23, 160
American studies programmes, 53–55, 60–62
anonymity, 7–8
appraisals, 79–83
arts subjects, 68–72
audit culture, 79–83
behavioural science, 57–58
bias, use of systemic reviews, 45–46See also Western bias
bioethics, 118–120, 132–133, 171–173
Bourdieu, P. 135, 154
Boycott, Divestment, and Sanctions (BDS) movement
conditions of academic freedom, 92–94
global awareness, 2–3
national citizenship, 31–32
power, knowledge and morality, 26–29
branch campuses, 92
British Canon, 145–148See also Western bias
Butler, Judith, 31–32, 91–94, 160–161
the ‘Canon’, 62, 145–148, 165–166See also Western bias
capital, 41–42, 43, 154
Centre for American Studies and Research (CASAR), 53–55, 60–62, 78–79
Centre for Research on Race in Education (CREE), 84
the civic university, 29, 64–65, 66, 88, 162
civility, 34–38, 148–150, 163
colonialism, 18–19
‘colonising the mind’, 48–49
confidentiality, 7–8
constructivist grounded theory, 6–7
controversial science, 118–120, 132–133, 171–173
the corporate university, 69–70
COVID-19 pandemic, 2
critical university studies (CUS), 65, 166–169
‘death of knowledge’, 165–166
death threats, 37–38
decolonisation discourses, 72–74
decolonisation of knowledge, 48–51, 164
delegitimation of knowledge, 156–157, 176
democracy and academic freedom, 56
democratisation of knowledge, 13, 140–142
development
real-world applicability of research, 44–45
social change, 50–51
temporal and geographical positionality, 51–56
‘dignity safe’, 29–32
complementarity of freedom and diversity, 16, 160–161
psychologisation of society, 32–33
disability rights, 118–120
disciplinarity, 26–29
‘disciplinary decadence’, 58–59See also interdisciplinary approach
disciplinary quality, 145–148
diversity
mangerialisation of, 83
‘oversensitivity’, 16
university initiatives, 144–145, 174See also freedom vs. diversity/inclusion
dominance, knowledge production, 49
Douglas, Mary, 48–49
education, value of, 42–46
emotion
and civility, 34–38
public performance of academic debate, 36–37
as a social and political practice, 82–83
employability, in the knowledge economy, 42–46, 68–72, 175
employment
job security of academics, 81, 162
liberal arts and the ‘knowledge economy’, 68–72
precarity as an academic, 38
restriction of academic freedom, 81, 175
skills, employment, and research assessment, 151–152
enrollment rates, university, 10, 74–79, 167–168
entrepreneurship, 42–46, 151–152
epistemic violence, 137
ethics committees, at universities, 95–98, 169–170
Eurocentrism, 129–130
euthanasia, 118–120, 132–133See also bioethics
exceptionalism, 87–89
expertise, 24–26, 140–142, 161
extramural speech, 17–18, 25, 106
extremism, 125–129, 172–173
forbidden knowledge, 12–13, 112–113
agentic boundary work, 129–133
conceptualising rationales of, 113–129
controversial science, 118–120, 132–133, 171–173
gatekeeper mechanisms, 171–177
publishing and dissemination, 129–133, 173
taboo topics, 116–118
Foucault, M.,135
free speech, 161
contested understandings, 24–26
definition and distinction from academic freedom, 3–4
free speech champions, 2–3
‘freedom to’/’freedom from’, 31
freedom vs. diversity/inclusion, 1, 8–9
complementarity of, 16, 160–161
contextualisation and preconditions, 29–32
irreconcilability debate, 16
funding
legitimate knowledge, 153–155
research, 44–45, 64–85
‘strong research’, 135–145
gender
forbidden knowledge, 121–125, 172
intimidation and threats against female academic, 37–38
race and, 30–31
real-world applicability of research, 44–45
sexual harassment, 102–106
vulnerable academics, 81
gender dysphoria, 120–121, 146
geographical positionality, 51–56, 60–62
global neoliberalism, 11–12
Global North
development research, 44–45
gender and sexuality, 129–130
international division of knowledge labour, 156–157, 176–177
missions of universities, 31–32
understandings of academic freedom, 31–32, 177See also Western bias
Global South
development research, 44–45
drive for internationalisation, 11, 108
funding and international partnerships, 153–155
gender and sexuality, 130
impact agendas, 175–176
international division of knowledge labour, 156–157, 176–177
marketisation of higher education, 11
missions of universities, 31–32
global university rankings, 155–158, 176–177
governance of universities
contextualisation of constraints, 91
exceptionalism and context, 87–89
funding, 64–85
management and audit culture, 79–83
procedural irregularities, 98–100, 170
role of universities, 168–169
unions, 85–87
grievance studies, 34–36, 68
habitus, 154
Hanafi, S., 153–154, 157
harassment, 102–106, 170
hate speech, 25, 133–134, 150
hegemony of knowledge, 49, 178
hierarchy of rights, 30–31
higher education. See universities
historical perspective on academic freedom, 3, 16–19
human rights, 20, 159–160
humanities subjects, 68–72
Humboldtian model of higher education, 17–18, 29–32, 41–42
identity politics, 24
ignorance studies, 113–115
inclusive knowledge, 29–32
indigenous knowledge, 142–143
individualisation of society, 32–34, 162
infanticide 118–120See also bioethics
infantilisation of students, 32–33, 162
insecurity, job, as an academic, 37–38, 81, 162
interdisciplinary approach, 5, 56–62
international division of knowledge labour, 156–157, 176–177
internationalisation of universities, 4–5, 10, 74–79, 108, 153–155
interpretivist paradigm, 7
intersectionality, 170–178
intimidation, 37–38
Israel/Palestine debate, 52–55, 120–121, 172
job security, as an academic, 37–38, 81, 162
Journal of Controversial Ideas, 129–133
justice, epistemic violence, 137
justified true belief, 136–137
knowledge
constructions of, 136–137, 163
contested understandings, 26–29, 40–48, 161–162
inclusive, 29–32
relationship with conceptions of academic freedom, 163–166
knowledge economy, 42–46, 68–72, 175
knowledge production, 9–10
‘death of knowledge’, 165–166
decolonisation, 48–51, 164
democratisation, 13, 140–142
Humboldtian model, 41–42
implications for academic freedom, 62–63
inter/disciplinarity, 56–62
internal and external restrictions, 91–92
positionality, 46–48, 164–165
quality, 174–175
role of universities, 4–5, 10, 64–66
temporal and geographical positionality, 51–56
‘truth’ and ‘public good’, 66–68See also forbidden knowledge; legitimate knowledge
lay expertise, 142
Lebanon
compliance with US regulations, 108–110
methodological approach to research in, 5–8
Palestine/Israel debate, 52–55
universities in, 10–11, 19–20
legal context of academic freedom
mobilities, 110
national, 106–108
policy statements, 20–23
transnational, 108–110
legal status, working in UAE, 37–38
legitimacy, 136–137, 161–162
legitimate knowledge, 13, 135
the ‘Canon’, 62, 145–148, 165–166
disciplinary quality, 145–148
discourses of civility, 148–150
funding and international partnerships, 153–155
global legitimating systems, 155–158
meaning of, 138
positionality, 138–143, 174
skills, employment, and research assessment, 151–152
social context, 173–174
university diversity initiatives, 144–145
LGBT
forbidden knowledge, 121–125, 172
publishing difficulties, 130–132
liberal arts, 68–72
libertarian perspective, 1, 8–9
madrasas, 16–17
management of universities, 79–83
marketisation of higher education, 11, 100–102, 163–164, 169–171, 176–177
masculinity, and sexism, 54
McCarthyism, 17–18
medicalisation of society, 32–33
mission of the university, 66–72, 166–167
mobilities
legal regulation, 110
state and international levels, 170–178
transnational education, 78
moral virtue, 26–29, 161–162, 163
Murray, Charles, 126–127
Muslim Brotherhood, 128
Nandy, A.49, 51
nation-state formation, 72–74
national citizenship, 31–32
national educational systems, history of, 18–19
national identity, 128–129
national legislation, freedom of speech, 20–23, 106–108
neoliberalism, 11–12
diversity initiatives, 144–158
as a framing discourse, 94–95, 169–170
marketisation of higher education, 11, 100–102, 163–164, 169–171, 176–177
skills and employment, 42–46, 175
objective truth, 68
offshore campuses, 92
online teaching, 2
organisational culture, 79–83
‘oversensitivity’, 16, 32–33, 150
Oxbridge, 17–18, 29–32, 160
Palestine/Israel debate, 52–55, 120–121, 172
participation rates, university, 10, 74–79, 167–168
patriarchy
decolonisation discourses, 72–74
race and gender, 30–31
policy statements, academic freedom, 20–23
political economy of knowledge production, 175–176
positionality
as academics, 38
decolonisation of knowledge, 48–51
forbidden knowledge, 120–121
geographical, 51–56, 60–62
knowledge production, 46–48, 164–165
legitimate knowledge, 138–143, 174
race, 139–140, 164–165
temporal, 51–56
power, 26–29, 34–38, 161–162
precarity, 38
privilege, and responsibility, 26, 28
pro life/pro choice, 118–120See also bioethics
psychologisation of society, 32–34, 162
public good
contested understandings, 25–26
role of universities, 66–68
public knowledge, 46–48
public performance of academic debate, 36–37
publishing forbidden knowledge, 129–133, 173
qualitative measures, academic freedom, 8
qualitative research, 147
quality, knowledge production, 44–45, 174–175
quantitative measures, academic freedom, 8
quantitative research, 147
race
decolonisation discourses, 72–74
ethnic minority academics, 140
forbidden knowledge, 125–129, 172–173
funding of research, 84
gender and, 30–31
positionality, 139–140, 164–165
real-world applicability of research, 44–45
transracialism, 117
white researchers, 51, 139–140
rape threats, 37–38
rationality
civility, 34–38
knowledge production, 46–48
real-world applicability of research, 44–45
religion, 125–129, 172–173
remote learning, 2
research
fear of the mis/application of research findings, 113–115
funding, 44–45, 64–85
methodological approach, 5–8
role of universities, 168–169
skills, employment, and research assessment, 151–152
‘strong research’, 135–145
Research Evaluation Framework (REF), 152, 170–178
research funding councils, 92
responsibility, 24–26, 106, 161
retirement, taking early retirement, 82
right to life, 118–120See also bioethics
safe spaces, 32–33
Said, Edward, 140
Salaita, Stephen, 149
scholars. See academics’ responsibility
sciences, technology, engineering, maths and medicine (STEMM), 144–145
Scientific Women's Academic Network (SWAN), 144–158
security, 125–129, 172–173
self-censorship
ethnic minority academics, 140
forbidden knowledge, 123–125
hostile environments, 102–106, 170
literature on academic freedom, 24
students, 100–102, 170
vulnerabilities, 170
seniority of academics, 81, 162
sexism, and masculinity, 54
sexual harassment, 102–106, 170
sexuality
forbidden knowledge, 121–125, 172
and transracialism, 117
Singer, Peter, 129–133
skills and employment, 42–46, 175
‘snowflakes’, 32–33, 150
social change, 50–51
social justice, 34–36
social media, 82
social science subjects, 68–72
state-imposed constraints on research, 92
‘strong research’, 135–145
students
infantilisation of, 32–33, 162
self-censorship, 100–102, 170
as university customers, 100–102, 170
systemic reviews (SRs), 45–46
taboo topics, 116–118See also forbidden knowledge
temporal positionality, 51–56
tenure, job security of academics, 81, 162
therapeutic turn in higher education, 32–33
transnational production of knowledge
legitimate knowledge, 155–158
methodological approach, 5–8
role of the university, 166–169
shifting conceptions of academic freedom, 159–163
transnational theory of academic freedom, 13–14, 159
transracialism, 117
transsexual, 120–121
truth
contested understandings, 25
Humboldtian model, 41–42
interdisciplinary approach, 56–62
as justified true belief, 136–137
legitimate knowledge, 138
positionality, 161–162
role of universities, 66–68
UAE
forbidden knowledge, 12–13
legal status of academics in, 37–38
methodological approach to research in, 5–8
mobility restrictions, 170–178
transition to knowledge-based economy, 42–46, 64–66
universities in, 10–11, 19–20
UK
conception of academic freedom, 160
methodological approach to research in, 5–8
national legislation, 106–108
Research Evaluation Framework (REF), 152, 170–178
systemic reviews, 45–46
temporal and geographical positionality, 51–56
universities in, 17–18
uncertainty, knowledge production, 41–42
unions, at universities, 85–87
universities
a brief intellectual history, 16–19
the civic university, 29, 64–65, 66, 88, 162
contextualisation and preconditions, 29–32
diversity initiatives, 144–145, 174
global university rankings, 155–158
internationalisation of, 4–5, 10, 74–79, 153–155
participation rates, 10, 74–79, 167–168
public sphere for debate, 11
universities, role of
contextualising academic freedom, 166–169
(de-)constructing the nation, 72–74
exceptionalism and context, 87–89
governance and funding, 79–87
knowledge production, 4–5, 10, 65
liberal arts and the ‘knowledge economy’, 68–72
mission of the university, 66–72, 166–167
transnational production of knowledge, 166–169
‘truth’ and ‘public good’, 66–68
University and College Union (UCU), 22–23
university enrolment rates, 167–168
university ethics committees, 95–98, 169–170
university procedures, 12
US
American studies programmes, 60–62
conception of academic freedom, 160
global compliance with US regulations, 108–110
literature on academic freedom, 24
methodological approach to research in, 5–8
temporal and geographical positionality, 56
value of education, 42–46
‘virtues’, discourse, 36, 163
vulnerable academics, 81, 162
Western bias
the ‘Canon’, 62, 145–148, 165–166
disciplinary quality, 145–148
geographical positionality, 51–56
international division of knowledge labour, 156–157
knowledge production, 62
publishing forbidden knowledge, 129–130See also Global North
‘woke’, 36, 150
women’s history, 57

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  • Index
  • Dina Kiwan, University of Birmingham
  • Book: Academic Freedom and the Transnational Production of Knowledge
  • Online publication: 04 January 2024
  • Chapter DOI: https://doi.org/10.1017/9781108780629.012
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  • Index
  • Dina Kiwan, University of Birmingham
  • Book: Academic Freedom and the Transnational Production of Knowledge
  • Online publication: 04 January 2024
  • Chapter DOI: https://doi.org/10.1017/9781108780629.012
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  • Index
  • Dina Kiwan, University of Birmingham
  • Book: Academic Freedom and the Transnational Production of Knowledge
  • Online publication: 04 January 2024
  • Chapter DOI: https://doi.org/10.1017/9781108780629.012
Available formats
×