TY  - JOUR
AU  - Liviu Matei
PY  - 2024
CY  - Berlin, Germany
PB  - Peter Lang Verlag
JF  - PHILOSOPHY AND THEORY IN HIGHER EDUCATION
IS  - 2
VL  - 5
SN  - 2578-5761
TI  - 3. Charting a Course for Academic Freedom in Europe at the Beginning of the 21st Century: Situated Epistemology, Codification, Practice
DO  - 10.3726/PTIHE.022023.0269
UR  - https://www.peterlang.com/document/1456771
N2  - The article posits that the predicaments of academic freedom in Europe in the first two decades of the 21st century amount to a crisis with distinctive regional characteristics rather than national or global. The article discusses the nature and origin of the crisis and why Europe (the European Higher Education Area) is a relevant unit of analysis in this regard, before examining how situated-epistemology underpinnings impact standing tendencies regarding the conceptualization and codification of academic freedom as well as incipient new efforts to reimagine it. The latter appear to be fueled by a belief most often not explicitly articulated and shared by a small number of non-university policy entrepreneurs rather than leaders from within the academe or theoreticians of academic freedom in what could be called the need to chart a new course for academic freedom through its reconceptualization and the adoption of new codifications and practices for it.
KW  - academic freedom, situated epistemology, crisis of academic freedom
ER  -