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

DOIhttp://doi.org/10.1111/ajes.12189
Published date01 May 2017
Date01 May 2017
The Contested Terrain of Academic
Freedom in Canada’s Universities: Where
Are We Going?
By HOWARD WOODHOUSE*
ABSTRACT. Academic freedom has been a contested concept t hroughout
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.
Introduction
Academic freedom is the one freedom that enables the advancement of
learning and dissemination of shared knowledge. This process is capa-
ble of advancing the public good to the extent that all stated knowledge
claims are based upon evidence that can be critically assessed by other
scholars, researchers, and, in principle, by members of the public. Aca-
demic freedom, then, serves the common good because it “refers to
actions taken in the interestof all citizens” by making possible a process
in which knowledge can be shared among all those who seek it and
appreciate its value(Torjman 2000: 1).
Threats to academic freedom come in a variety of forms. In the past,
the primary issue was whether a university could restrict faculty who
expressed views that were deemed academically inappropriate.
Increasingly,the threat to academic freedom stems from private compa-
nies dictating the policies of a university and limiting speech and
*Professor and Co-Director, Saskatchewan Process Philosophy Research Unit,
Department of Educational Foundations, University of Saskatchewan, 28 Campus
Drive, Saskatoon, SK, S7N 0X1, Canada. Email: howard.woodhouse@usask.ca
American Journal of Economics and Sociology, Vol. 76, No. 3 (May, 2017).
DOI: 10.1111/ajes.12189
V
C2017 American Journal of Economics and Sociology, Inc.
publications that fail to demonstrate loyalty to the needs of the market.
It might seem that this threat impinges only upon those directly affect-
ed—university faculty and staff. But the intrusion on academic freedom
is currently reshaping the nature of universities to conform increasingly
to a business model, in which students are treated as inputs in a pro-
duction process, faculty are line workers or service providers, and the
outputs (trained workers) are shipped to corporations, ready for use. If
the public do not favor a future based on that model, they will need to
recognize that faculty who fight for academic freedom are fighting for
everyone, not just for themselves.
How is it, then, that academic freedom as such a key factor in the life
of universities has been undermined? Was there a time, for example,
when universities were not reliant on external support and could sus-
tain their autonomy without interference? It would seem not. The pre-
eminent university of the Middle Ages, the University of Paris, was
dependent upon the Catholic Church to sustain itself as a center of
learning. The trivium and the quadrivium were taught in ways that
maintained a certain independence as long as theological orthodoxy
was maintained (Ford 2002). Divergence from Church dogma could
result in severe punishment, even bodily harm, as in the case of Peter
Abelard in the 12
th
century. However, the power of the Church was lim-
ited by several factors, including the financial independence of the uni-
versity, which created considerable wealth for the city. As a result,
secession enabled the university to move from Paris to Orleans, for
example, because of the wealth created by the masters and students for
the local economy. The University of Oxford was established in similar
fashion. Medieval universities also maintained a degree of intellectual
independence by steering a course among the dominant interests of
the Church, the crown, and the nobility, who were not always in agree-
ment. As a result, they could utilize any differences to secure not only
greater funding but a certain autonomy from these powerful players
(Winchester 1986).
Unlike their medievalcounterparts, contemporary universities cannot
engage in secession because of their large number of buildings, labora-
tories, sports complexes, and other facilities. Similarly, they cannot play
off the interests of governments and the corporate sector against each
other because they share a common view that universities should
Academic Freedom in Canada’s Universities 619

To continue reading

Request your trial

VLEX uses login cookies to provide you with a better browsing experience. If you click on 'Accept' or continue browsing this site we consider that you accept our cookie policy. ACCEPT