Academic Freedom and Participation Dichotomy in Higher Education in Southern Africa
DOI:
https://doi.org/10.22555/joeed.v12i1.1174Keywords:
Academic Freedom, Participation Dichotomy, Social Justice Southern African Higher Education, Human RightsAbstract
This study was guided by the grounded theory methodology to examine the nexus between academic freedom and participation dichotomy in higher education in Southern Africa with particular focus on Zimbabwe, South Africa, Malawi, and Botswana. The study borrowed significantly from the theory of human rights, particularly the natural and subsidiary rights such as the right to self-sovereignty, ownership of what one creates, personal security, manage one’s life and freedom of conscience. The study deduced that academics in Southern African higher education have severe threats to academic freedom and participation that are manifested through restrictions in funding, research, remuneration, curriculum, political hegemony, gender and linguicism. Significant abuse of academic freedom was inferred to be orchestrated by political governments, leaders of academic institutions, academics and journals in the Global North. The study recommended that political leaders create free space for academics to communicate their research and teach without censorship. The governments, higher education leaders and other stakeholders need to enforce language and gender polices that protect women and African indigenous languages from gender discrimination so as to promote their active inclusion. The political governments should also fuse academic freedom into their constitutions as part of academic and human rights to be protect.
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