Power, Discourse, Ethics: A Policy Study of Academic Freedom PDF
Preview Power, Discourse, Ethics: A Policy Study of Academic Freedom
Power, Discourse, Ethics New ReseaRch – New Voices Volume 5 Series Editor halla B. holmarsdottir, Oslo and Akershus University College of Applied Sciences, Norway International Advisory Board Karen Biraimah, University of Central Florida, USA heidi Biseth, Buskerud University College, Norway Joan DeJaeghere, University of Minnesota, USA Zubeida Desai, University of the Western Cape, South Africa alawia Farag, Ahfad University for Women, Sudan Fatma Gok, Bogazici University, Turkey Lihong huang, Norwegian Social Research (NOVA) Institute, Norway suzanne Majhanovich, University of Western Ontario, Canada Diane Napier, University of Georgia, USA Vuyokazi Nomlomo, University of the Western Cape, South Africa Gerald ouma, University of Pretoria, South Africa Adila Pašalić-Kreso, University of Sarajevo, Bosnia and Herzegovina Yusuf sayed, University of Sussex, UK New Research – New Voices involves two strands, leaving open the possibility of others as the series grows: Strand 1: New Voices and New Knowledge in Research Methodology This strand in the book series is dedicated to producing cutting-edge titles focusing on Re- search Methodology. while it might be generally acknowledged that educational researchers often tend to import methods developed in neighboring disciplines, this is not always ac- knowledged in the literature on methodology. This series intends to contribute to the knowl- edge foundation in educational research by specifically seeking out those who work both across disciplines and inter-disciplinary in terms of their methodological approaches. The overall focus is to develop a series focusing on those methods which are appropriate in dealing with the specific research problems of the discipline. The series provides students and scholars with state-of-the-art scholarship on methodology, methods and techniques focusing on a range of research topics. it comprises innovative and intellectually rigorous monographs and edited collections which bridge schools of thought and cross the boundaries of conventional approaches. The series covers a broad range of is- sues focusing on not only empirical-analytical and interpretive approaches, but moreover on micro and macro studies, and quantitative and qualitative methods. Strand 2: New Voices and New Knowledge in Educational Research This part of the series will focus on theoretical and empirical contributions that are unique and will provide important insights into the field of educational research across a range of contexts globally. This part of the series will collectively communicate new voices, new insights and new possibilities within the field of educational research. In particular the focus will be on scholars, students and communities that have often been excluded or marginalized within educational research and practice. Power, Discourse, Ethics A Policy Study of Academic Freedom Kenneth D. Gariepy University of the Fraser Valley, Canada a c.i.P. record for this book is available from the Library of congress. ISBN: 978-94-6300-368-1 (paperback) ISBN: 978-94-6300-369-8 (hardback) ISBN: 978-94-6300-370-4 (e-book) Published by: sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/ all chapters in this book have undergone peer review. Printed on acid-free paper All Rights Reserved © 2016 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. To my beloved life partner, Keith “To know and love one other human being is the root of all wisdom.” – evelyn waugh, Brideshead Revisited TabliNG of CoNTENTS1 Prefacing ix Acknowledging xi Introducing xiii Chapter 1: Reviewing the Literature 1 Purpose and Form of the Review 1 Selection and Organization of Research 2 Acquisition of Research 4 Categorization of Research and Determination of Quality 4 Tasks of the Research Review 6 Surveying and Detailing the Research 6 Chapter 2: Critiquing and “Moving Beyond” Extant Canadian Research 43 Defining Terms 43 The Limits of Traditional history and the Possibilities of Genealogy 46 Problematizing and Questioning 51 Chapter 3: Conceptualizing and Analyzing 61 Employing Recursivity, Genealogy, and Archaeology 61 Conceptualizing Academic Freedom as Discourse-Practice 62 Conceptualizing Text as Discourse-Practice 63 Entering through the Statement-Event 64 Writing a “History of the Present” 66 Proceeding 68 1 i use gerunds in the headings throughout this document as a way of conspicuously acknowledging the operation of text linguistically as discourse and materially as discourse-practice (cf. Fairclough, 1992). vii Tabling of ConTenTs Chapter 4: Academic Freedom, Social Relations, and the Regime of Truth 75 Describing the Discursive event 75 Describing accumulation 78 Proceeding 79 summarizing 95 chapter 5: academic Freedom and the Rules of inclusion and Balance 97 Describing the Discursive event 98 Changing the Conference Title 100 Describing Exteriority 102 Discussing Rules of Formation 103 Describing Effects of the Rules of Formation 106 Summarizing 107 Chapter 6: The Singularity of Academic Freedom 109 Describing the Discursive Event 110 Describing Rarity 112 Analyzing Statement-Events 113 Complicating the Discursive Field 117 Summarizing 124 chapter 7: The social Programme of academic Freedom and the Possibilities for Action within It 125 Describing What We Are Now 126 Describing the Programme of Academic Freedom 127 Refusing What We Are Now 133 Questioning the Present 134 Departing 138 Appendix A: The Canadian Association of University Teachers’ Policy Statement on Academic Freedom 141 Appendix B: Resources Used in Chapter 4 143 Referencing 147 Indexing 161 viii PREfaCiNG This is an original work by Kenneth D. Gariepy. a version of the introductory chapter and the section of Chapter 2 entitled “The Limits of Traditional history and the Possibilities of Genealogy” were published previously and are used here with the permission of Sense Publishers. See K. D. Gariepy (2012) “Towards a Genealogy of Academic Freedom in Canadian Universities” in B. L. Spencer, K. D. Gariepy, K. Dehli, and J. Ryan (Eds.), Canadian Education: Governing Practices & Producing Subjects. ix
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