CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Towards a genealogy of academic freedom in Canadian universities
Tác giả
Gariepy K.D.
Năm xuất bản
2012
Source title
Canadian Education: Governing Practices & Producing Subjects
Số trích dẫn
0
DOI
10.1007/978-94-6091-861-2_7
Liên kết
Tóm tắt
That professors and students must have the freedom to pursue what interests them intellectually-no matter the degree to which critics from inside or outside the academy might consider such enthusiasms to be esoteric, impractical, irrelevant, unprofitable, or controversial-is arguably the dominant, commonsensical core of the discourse supporting institutionalized academic freedom in Canadian universities. Whether one adheres to 'old-fashioned' ideas about the purposes of higher education being to facilitate, through liberal arts programmes, broadly-based understandings about the natural and social worlds, with the aim of producing graduates who are prepared to participate in society as well-rounded, socially responsible citizens, or to 'new-fashioned' ideas about higher education's duty to (re)produce, through professional, practice- and skills-based programmes, workers and consumers who are prepared to fully participate in a capitalistic, globalized, and highly competitive economy, intellectual freedom is the conceptual basis upon which participants of public higher education can justify their arguments about what it means to 'educate', to 'get an education', and to 'be educated' in academically 'free' institutions. © 2012 Sense Publishers. All Rights Reserved.
Từ khóa
Tài liệu tham khảo
Abbott F.W.C., Academic freedom and social criticism in the 1930s, Interchange, 15, 1, pp. 107-123, (1984); Abbott F.W.C., The Origin and Foundation of the Canadian Association of University Teachers, (1985); Batchelor R.D., Academic Freedom and Tenure: Protections for the Tenure Candidate, (1998); Canadian Library Association, Position Statement on Intellectual Freedom, (2010); Castel R., Problematization" as a mode of reading history, Foucault and the Writing of History, pp. 237-252, (1994); Dewar K.C., F. H. Underhill and the making of "the intellectual, History of Intellectual Culture, 8, 1, (2009); Di Maggio P.J., Powell W.W., The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields, American Sociological Review, 48, 2, pp. 147-160, (1983); Fenichel A., Mandel D., The Academic Corporation: Justice, Freedom, and the University, (1987); Foucault M., The Archaeology of Knowledge and the Discourse on Language, (1972); Foucault M., The history of sexuality, Power-knowledge: Selected Interviews and Other Writings, 1972-1977, pp. 183-193, (1980); Foucault M., Power-knowledge: Selected Interviews and Other Writings, 1972-1977, (1980); Foucault M., Truth and power, Power-knowledge: Selected Interviews and Other Writings, 1972-1977, pp. 109-133, (1980); Foucault M., On the genealogy of ethics: An overview of a work in progress, The Foucault Reader, pp. 340-372, (1984); Foucault M., Nietzsche, genealogy, history, The Foucault Reader, pp. 76-100, (1984); Foucault M., The History of Sexuality: Vol. 3. The Care of the Self, (1986); Foucault M., The ethics of the concern of the self as a practice of freedom, Ethics: Subjectivity and Truth, pp. 281-301, (1994); Foucault M., Discipline and Punish: The Birth of the Prison, (1995); Foucault M., Essential Writings of Foucault, 1954-1984: Vol. 3. Power, (2000); Francis R.D., Frank H. Underhill: Intellectual Provocateur, (1986); Gavreau M., Review of the book Academic freedom in Canada: A history, American Historical Review, 105, 5, pp. 1724-1725, (2000); Gleberzon W., Academic freedom and Holocaust denial literature: Dealing with infamy, Interchange, 14-15, 1-4, pp. 62-69, (1984); Gros F., Course context, Michel Foucault: The Hermeneutics of the Subject: Lectures at the Collége de France, 1981-82, pp. 507-550, (2005); Hammersley M., The issue of quality in qualitative research, International Journal of Research & Method in Education, 30, 3, pp. 287-305, (2007); Harris R.S., A History of Higher Education in Canada, 1663-1960, (1976); Harstock N., Foucault on power: A theory for women?, Feminism/postmodernism, pp. 163-164, (1990); Hofstadter R., Metzger W.P., The Development of Academic Freedom in the United States, (1955); Horn M., Professors in the public eye: Canadian universities, academic freedom, and the League for Social Reconstruction, History of Education Quarterly, 20, 4, pp. 425-447, (1980); Horn M., Academic Freedom in Canada: A History, (1999); Horn M., Canadian universities, academic freedom, labour, and the left, Labour/Le Travail, 46, pp. 439-468, (2000); Indigenous Peoples' Health Research Centre, The Ethics of Research Involving Indigenous Peoples, (2004); Kuhlberg M., By just what procedure am I to be guillotined?': Academic freedom in the Toronto Forestry Faculty between the Wars, History of Education, 31, 4, pp. 351-370, (2002); Leedy P.D., Ormrod J.E., Practical Research: Planning and Design (8th Ed.), (2005); Lexier R., Economic control versus academic freedom: Ross Thatcher and the University of Saskatchewan, Regina Campus, Saskatchewan History, 54, 2, pp. 18-30, (2002); Olssen M., Foucault and Gramsci: Is there a basis for convergence?, Materialism and Education, pp. 95-117, (2006); Owen D., Maturity and Modernity: Nietzsche, Weber, Foucault and the Ambivalence of Reason, (1994); Savage D.C., Keeping professors out: The Immigration Department and the idea of academic freedom, 1945-90, Dalhousie Review, 69, 4, pp. 499-524, (1990); Sawicki J., Foucault and feminism: Toward a politics of difference, Hypatia, 1, 2, pp. 23-36, (1986); Scott J.W., Academic freedom as an ethical practice, Academe, 81, 4, pp. 44-48, (1995); Spivak G.C., Can the subaltern speak?, Marxism and the Interpretation of Culture, pp. 271-313, (1988); Starkey K., Hatchuel A., The long detour: Foucault's history of desire and pleasure, Organization, 9, 4, pp. 641-656, (2002); Tamboukou M., Writing genealogies: An exploration of Foucault's strategies for doing research, Discourse: Studies in the Cultural Politics of Education, 20, 2, pp. 201-217, (1999); Turetzky P., Immanent critique, Philosophy Today, 33, 2, pp. 144-158, (1989); Veyne P., The final Foucault and his ethics, Critical Inquiry, 20, 1, pp. 1-9, (1993); Watson J.A., Interpreting Across the Abyss: A Hermeneutic Exploration of Initial Literacy Development by High School English Language Learners with Limited Formal Schooling, (2010); Weber M., Economy and Society: An Outline of Interpretive Sociology, (1978); Winchester I., Government power and university principles: An analysis of the battle for academic freedom in Alberta, Interchange, 14, 4, pp. 41-59, (1984)
Nơi xuất bản
Sense Publishers
Hình thức xuất bản
Book chapter
Open Access
Nguồn
Scopus