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Power, Discourse, Ethics
A Policy Study of Academic Freedom
Series: - New Research - New Voices, Volume: 5
Author:
In this unique study, emerging higher education leader and policy expert Kenneth D. Gariepy takes a Foucauldian genealogical approach to the study of the intellectually âfreeâ subject through the analysis of selected academic freedom statement-events. Assuming academic freedom to be an institutionalized discourse-practice operating in the field of contemporary postsecondary education in Canada, a specific kind of cross-disciplinary, historico-theoretical research is conducted that pays particular attention to the productive nature and effects of power-knowledge. The intent is to disrupt academic freedom as commonsensical âgoodâ and universal ârightâ in order to instead focus on how it is that the academic subject emerges as free/unfree to thinkâand therefore free/unfree to beâthrough particular, effective, and effecting regimes of truth and strategies of objectification and subjectification. In this way, the author suggests how it is that academic freedom operates as a set of systemically agonistic practices that might only realize a different economy of discourse through the contingent nature of the very social power that produces it.
âDr. Gariepyâs use of Foucaultâs genealogical analysis provides a wholly different way in which to re-think the construction and practice of academic freedom in Canada and is thus an important contribution to the broader discursive field it seeks to analyze. Given contemporary neoliberal critiques of the university, the issue of academic freedom and the intellectually free subject is a vital problem that is of interest to numerous knowledge producing communitiesâon and off campus. Equally important in addressing the problem of academic freedom is how the book also contributes a new description of the genealogical methodâsomething Foucault did not stipulateâthat is original, ambitious, compelling, and insightful. I commend Dr. Gariepy for returning, to investigate anew, an issue we think we know.â â E. Lisa Panayotidis, PhD, Professor & Chair, Educational Studies in Curriculum and Learning, Werklund School of Education, University of Calgary, Editor of History of Intellectual Culture
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