“The Culture War Has Come for Higher Ed,” proclaimed a recent headline in The Chronicle of Higher Education, summarizing ongoing attacks on intellectual freedom and the closely related concept of academic freedom. Although the same risks apply to academic libraries and librarians, they are often excluded from this discussion about freedoms required for teaching and research. Recognizing that academic librarians have academic freedom is only the first step, albeit an important one.
The Scholars at Risk (SAR) Network has developed a free massive open online course (MOOC) on academic freedom titled Dangerous Questions: Why Academic Freedom Matters.
Over the last several years, the state of academic freedom around the world has ushered renewed scrutiny. Yet how often do we consider how remarkable it is to engage in dialogue and debate about the key concept that protects the very space that allows us to do so?
Bodycams, First Amendment, Live PD, law and order: police work has been in the news a lot lately, and I have been thinking about how the police order, organize, and control all of that information when literal life and freedom are on the line. I sat down with Snowden Becker, formerly of UCLA, and a researcher into police archives and work to talk about these topics and intellectual freedom.
Trigger warnings, initially designed to give advance notice of content potentially detrimental to those who have suffered trauma, have made their way into everyday situations and become code for ‘stuff that may be offensive or upsetting.’
In my academic bubble, it’s easy to be shocked by recent attacks on academic freedom. How can I engage with opinions outside the academy?
Discussions of Islam are essential to many subjects; history, literature, art, political science, geography, and science would all be immensely hurt by eliding Islam. Teaching calligraphy without talking about Islam would be like teaching art history without talking about Catholicism. Teachers and scholars need to be able to teach reality, not have to bend curriculum to societal fears. Students and children need to know what is real, not what some wish was real.
For more on the case discussed in the statement below, see this Chronicle of Higher Education piece. From the ALA Public Information Office: CHICAGO – Recently Edwin Mellen Press filed a […]