Jackson, Liz; Lin, Cong (2021). Make China Great Again: The Blood-Based View of Chineseness in Hong Kong. Educational Philosophy and Theory, v53 n9 p907-919. Hong Kong, as a former colony of the United Kingdom, is characterised as a hybrid of East and West. Its colonial history is commonly seen as establishing many positive aspects of Hong Kong and shaping good qualities of its people, such as the value of rule of law, free speech, freedom of the press, and fluency in English. Yet the majority of people in both Hong Kong and China share Han Chinese ethnicity, which has been used by both the Chinese and Hong Kong governments to promote a blood-based idea of Chinese identity for decades. This paper explores "Chineseness", or Chinese identity, as promoted by the Hong Kong government. It first explores the concept of Chineseness, elaborating on a blood-based view that connects with ethnic-nationalism, in contrast with a pluralistic view of identity in the Hong Kong context. The paper then examines how Hong Kong government officials promote Chineseness through major outlets, on government websites and in speeches captured in media…. [Direct]

Rea, Jeannie (2021). Precarious Work and Funding Make Academic Freedom Precarious. Australian Universities' Review, v63 n1 p26-30. The attacks on university staff and students engaged in teaching, researching and speaking out against the state, military and religious powers, and for fairness, democracy, and equality, are increasing. As has been noted by many academics and commentators, liberal democratic principles of free speech and movement, alongside academic freedom, are very much a battle ground in the 21st century. Free movement of academics and students around the world is critical to freedom, of thought and action. Academic freedom is a responsibility, not a right. It is to speak truth to power; to honour the liberal university goal of working for the public good; and for the publicly funded university, in particular, to act in the public interest. What then is stopping Australian universities from speaking truth to power today? Why are Australian universities so quiet in comparison with students, staff and even university leaderships in many other places? This article discusses three big and intertwined… [PDF]

(2023). How Can Universities Prepare for the Higher Education (Freedom of Speech) Act?. Universities UK This briefing is intended to support Universities UK (UUK) members ahead of the implementation of the Higher Education (Freedom of Speech) Act. The government introduced the Act with the intention of strengthening freedom of speech and academic freedom in higher education in England, and received Royal Assent in May 2023. The legislation will have a wide-ranging impact on universities in England, as well as the role and remit of the Office for Students (OfS), including: (1) a new strengthened duty to promote freedom of speech and academic freedom; (2) new OfS condition(s) of registration; (3) requirements for codes of practice; (4) regulation of students' unions on freedom of speech; (5) the introduction of a statutory tort; (6) establishment of a free speech complaints scheme; (7) creation of the role of the Director for Freedom of Speech and Academic Freedom; (8) monitoring of overseas funding in relation to risks to academic freedom and freedom of speech; and (9) prohibition of… [PDF]

Daryl G. Smith (2024). Diversity's Promise for Higher Education: Making It Work. Fourth Edition. Johns Hopkins University Press Building sustainable diversity in higher education isn't just the right thing to do–it is an imperative for institutional excellence and for a pluralistic society that works. In "Diversity's Promise for Higher Education," author Daryl G. Smith proposes clear and realistic practices to help institutions identify diversity as a strategic imperative for excellence and pursue diversity efforts that are inclusive of the varied issues on campuses–without losing focus on the critical unfinished business of the past. To become more relevant while remaining true to their core missions, colleges and universities must continue to frame diversity as central to institutional excellence. Smith suggests that seeing diversity as an imperative for an institution's mission, and not just as a value, is the necessary lever for real institutional change. Furthermore, achieving excellence in a diverse society requires increasing institutional capacity for diversity–working to understand how… [Direct]

Crystal L. Mallett (2024). Social Media and the First Amendment: Are Teachers Really Free to Speak?. ProQuest LLC, Ed.D. Dissertation, University of Louisiana at Monroe. Social media is ubiquitous in today's society, and classrooms are not exempt. When social media interrupts education, whether by preventing engagement with the lesson or by creating inappropriate interactions or relationships, policies must be put in place to keep learning the priority. With that caution, though, school districts must be sure to be respectful of the First Amendment rights of teachers, not infringing on their personal freedoms to the point of disenfranchisement. This dissertation examines the 29 existing social media policies in Louisiana's parish public school districts in comparison to the Constitution and landmarks court cases, an expert-reviewed rubric, and the National Education Association's Social Media in Education guidance document to determine if they meet the standard of protecting both students and the rights of teachers. Through doctrinal research and lean coding, the researcher distilled themes found to be most common among the existing policies and… [Direct]

Gross, Erik; Pidluzny, Jonathan (2021). Building a Culture of Free Expression in the Online Classroom: A Guide from the American Council of Trustees and Alumni. Perspectives on Higher Education. American Council of Trustees and Alumni Drawing on empirical data from student surveys, as well as insights from faculty and higher education leaders across the country, ACTA's report details how the rapid shift to online learning during the COVID-19 pandemic exacerbated the ongoing free speech crisis on college campuses, further suppressed viewpoint diversity, and encouraged more self-censorship among students. The report also delineates steps that faculty, administrators, and governing boards can take to help promote a culture of free expression in the online classroom. "The lifeblood of the liberal arts is debate, dialectic, inquiry, and challenge," said Dr. Michael Poliakoff, president of ACTA. "In the midst of the COVID-19 pandemic that has threatened the strength and even the survival of so many institutions, online education moved to the fore. We have seen that it can bless us with access to a vibrant exchange of ideas, but it also has the potential to eliminate the opportunity for growth of character… [PDF]

Johnson, David R.; Zhang, Liang (2020). Intrastate and Interstate Influences on the Introduction and Enactment of Campus Carry Legislation, 2004-2016. Educational Researcher, v49 n2 p114-124 Mar. Using a data set that captures the introduction and enactment of "campus carry" bills between 2004 and 2016, we examined how the state policy adoption and diffusion framework explains the policy process related to allowing concealed weapons on the campuses of U.S. colleges and universities. Panel data logistic regression analyses revealed that active shooter incidents, the percentage of Republicans in state government, citizen political ideology, and policy diffusion influence the introduction of campus carry legislation. In addition, survival analysis showed that conservative citizen political ideology and anti-gun-control interests are positively related to the enactment of campus carry laws. To our knowledge, this is the first empirical analysis of the policy process related to campus carry legislation. It expands the empirical scope of higher education policy research by considering a social problem that, like free speech and transgender "bathroom bills," is… [Direct]

Cook, Courtney B.; De Lissovoy, Noah (2020). Active Words in Dangerous Times: Beyond Liberal Models of Dialogue in Politics and Pedagogy. Curriculum Inquiry, v50 n1 p78-97. Dialogue is a category that is central to politics, media, and education, and yet in all of these domains it can be confusing and ambiguous. Starting from a critical framework built on the work of educational philosopher Paulo Freire, we undertake an inquiry into the meaning of dialogical intersubjectivity and its political determinations, with a particular focus on liberal models. We situate this discussion in the context of the rise of radical Right populisms, which have exposed the strength of racial resentment and white supremacy in contemporary politics, and raised questions about the meaning of social cohesion and the relationship between speech and violence. In this context, we show how liberal calls for unity and reflexive defenses of free speech obscure the exclusions and antagonisms that traverse society, while also flattening the meaning of dialogue and betraying its emancipatory vocation. Finally, we suggest that educators should understand their work as continuous with a… [Direct]

Abdul-Jabbar, Wisam Kh (2021). Foucauldian Parrhesia and Avicennean Contingency in Muslim Education: The Curriculum of Metaphysics. Educational Philosophy and Theory, v53 n12 p1246-1256. This study examines the Foucauldian notion of "parrhesia" within the context of curricular practices through a renewal of scholarly interest in Islamic metaphysics as represented by the Avicennean modalities of reality: necessity, contingency, and possibility. It explores the role of contingency in advancing educational practices that generate inclusive dissemination of knowledge that captures the language of Tajdeed (legitimate renovation) in Islamic education. This article argues that contingency, as a causality-oriented modality, determines whether meaning is relative or absolute, while necessity, as an acknowledgment of universal truth, slips into demagoguery that can be used to canonize strict textualism and absolutism. Contingency is defined here as a practice that stimulates synthesis and dialogical understanding of knowledge. Accordingly, the study asks the following questions: How does infusing the Avicennean concept of contingency into curriculum practices offer… [Direct]

Kibler, M. Alison (2018). Do You Know Your Campus Speech Code?. Change: The Magazine of Higher Learning, v50 n2 p63-66. M. Alison Kibler is Professor of American Studies and Women's Gender and Sexuality Studies at Franklin and Marshall College. She has taught "Rights and Representations", a seminar for first year students, focusing on the tension between free speech and equality in American law and politics, for fifteen years. In this article, Kibler writes that she had recently wondered about her class becoming stale, but recent civil rights protests on college campuses across the country revealed that the seminar was becoming more relevent than ever before. This article describes a new class assignment Kibler designed for the class to make the First Ammendment principles more immediately relevant to students' experience on campus. Ultimately, the assignment framed discussions about two campus speech controversies and prompted a revision of the "College Life Manual."… [Direct]

Lebr√≥n, Mariana J. (2018). Power to Influence Leadership Perceptions and Innovatively Challenge the Status Quo: President Donald Trump and Social Activism. Journal of Leadership Education, v17 n2 p92-113 Apr. Daring to challenge the status quo impacts innovation. Yet, successful outcomes depend on individual risk-taking and choice to influence others to support new ideas. This "Challenging the Status Quo" exercise illustrates how leaders use power and influencing tactics to challenge norms by analyzing Donald Trump's journey as the 45th U.S. President to defy experts and successfully influence followers to support his non-traditional candidacy: businessman lacking political experience becoming leader of the free world. Through integrating videoclips and polls, instructors make power visible, relevant, and thought-provoking as students apply power theory and influencing tactics perspectives to analyze (a) how leaders impact followers' perceptions, (b) students mutual-influencing strategies, (c) power's relationship with social identity and privilege, and (d) social impact on innovation via activism and free speech…. [PDF]

Perrine, William M. (2013). Religious Music and Free Speech: Philosophical Issues in Nurre v. Whitehead. Philosophy of Music Education Review, v21 n2 p178-196 Fall. On September 9, 2009, the Ninth Circuit U.S. Court of Appeals ruled that officials from Everett School District #2 in Mill Creek, Washington did not violate student Kathryn Nurre's constitutional rights to free speech by denying the Jackson High School Wind Ensemble the opportunity to perform an instrumental version of Franz Biebl's "Ave Maria" at the district's graduation ceremony. This philosophical study addresses implications of this legal case regarding religious music and free speech in public school music programs within the United States. Two questions are investigated: the issue of defining religious music and its relationship to the Establishment Clause of the First Amendment of the U.S. Constitution, and the issue of whether students have a right to musical expression protected by the First Amendment's Free Speech Clause. Conclusions suggest that some music in the Western classical tradition cannot be easily categorized as exclusively sacred or secular, and that… [Direct]

Perrine, William M. (2013). Religious Music and Free Speech: Philosophical Issues in Nurre v. Whitehead. Philosophy of Music Education Review, v21 n2 p178-196 Fall. On September 9, 2009, the Ninth Circuit U.S. Court of Appeals ruled that officials from Everett School District #2 in Mill Creek, Washington did not violate student Kathryn Nurre's constitutional rights to free speech by denying the Jackson High School Wind Ensemble the opportunity to perform an instrumental version of Franz Biebl's Ave Maria at the district's graduation ceremony. This philosophical study addresses implications of this legal case regarding religious music and free speech in public school music programs within the United States. Two questions are investigated: the issue of defining religious music and its relationship to the Establishment Clause of the First Amendment of the U.S. Constitution, and the issue of whether students have a right to musical expression protected by the First Amendment's Free Speech Clause. Conclusions suggest that some music in the Western classical tradition cannot be easily categorized as exclusively sacred or secular, and that performances… [Direct]

Neitzel, Isabel (2024). Reported Speech in Individuals with Down Syndrome: First Evidence. Journal of Applied Research in Intellectual Disabilities, v37 n1 e13163. Introduction: Narratives are enriched by taking the perspective of the protagonists, which can be expressed using reported speech. Nevertheless, the use of reported speech is unaddressed internationally among individuals with Down syndrome. Method: Narratives of 28 children and adolescents with Down syndrome were collected using a non-verbal picture book. Occurrence and forms of reported speech were analysed and compared to typically-developing children (TD; n = 33). Results: Participants from both populations use reported speech in their narratives with a comparable proportion. Nevertheless, differences appear concerning forms of direct speech with persons with Down syndrome using more free direct speech than TD-children. Discussion: The results suggest that children and adolescents are able to implement the use of reported speech regardless of their syntactic impairments. Concerning the occurring forms of direct speech, the results might point to cognitive impairments that manifest… [Direct]

Douglass, John Aubrey (2022). When Are Universities Followers or Leaders in Society? A Framework for a Contemporary Assessment. Research & Occasional Paper Series: CSHE.1.2022. Center for Studies in Higher Education In assessing the current and future role of universities in the nation-states in which they are chartered and funded, it is useful to ask, When are universities societal leaders as societal and constructive change agents, and when are they followers, reinforcing the existing political order? As discussed in the book, "Neo-Nationalism and Universities: Populists, Autocrats and the Future of Higher Education," the national political history and contemporary context is the dominant factor for shaping the leadership or follower role of universities — what I call a political determinist interpretation. We often think of contemporary universities, and their students and faculty, as catalysts for societal progress — the Free Speech and Civil Rights movements, Vietnam War protests, the anti-Apartheid movement, Tiananmen Square, and more recently the pro-democracy demonstrations in Hong Kong. Universities can be, and have been, the locus for not only educating enlightened future… [PDF]

Jones, Veronica (2019). Discourse within University Presidents' Responses to Racism: Revealing Patterns of Power and Privilege. Teachers College Record, v121 n6. Background: Recent incidents of racism at predominantly White institutions (PWIs) have gained increased national attention. The backlash to individuals speaking out against racialized practices is often masked through discourse that dismisses the adverse effects of racism. Because university administrators often center their responses to incidents of racism on upholding free speech, scholars should analyze the ways that administrators' responses might reinforce the existence of such racist behaviors and affect marginalized students. Purpose and Research Questions: Rather than placing the burden on students to disrupt institutionalized racism, the author critically analyzed the discourse administrators utilized in their responses to understand the role of power in language. The following research questions informed the study: (a) what are the various characteristics of the discourse of university administrators as they respond to incidents of racism? and (b) how do university… [Direct]

Jackson, Liz; Oleksiyenko, Anatoly V. (2021). Freedom of Speech, Freedom to Teach, Freedom to Learn: The Crisis of Higher Education in the Post-Truth Era. Educational Philosophy and Theory, v53 n11 p1057-1062. With increasing influence of illiberalism, freedom should not be considered or interpreted lightly. Post-truth contexts provide grounds for alt-right movements to capture and pervert notions of freedom of speech, making universities battlefields of politicised emotions and expressions (Peters et al., 2019). In societies facing these pressures around the world, academic freedom has never been challenged as much as it is today (Gibbs, 2019). As Peters and colleagues note (2019), conceptualisations of 'facts' and 'evidences' are politically, socially, and epistemically reconstructed in post-truth contexts. At the same time, with intelligence commodified, reified or marginalised, freedom of speech and of mobility can entail fights for entitlements, or escapes from local responsibilities (Calitz, 2018; Lo, 2019). The decline and corruptions of democratic free speech and academic freedom, or the absence of forces to defend them, are thus serious challenges. These challenges grow as the… [Direct]

Fernandez, Orlando (2021). Humanizing Campus Discourse: Teaching Humanization to Facilitate Student Development in a Polarized World. Journal of Student Affairs, New York University, v17 p86-94. Freedom of speech and civil discourse in higher education are crucial to the personal and academic development of students. This essay begins with a brief overview of the protected status of freedom of speech, and the connection to civil discourse in higher education. Then, the issue of growing divisiveness in American society is examined, and how this 1) spills into college campuses and poisons the usage of free speech, 2) adversely affects the marginalization of students, and 3) leads to a "chilling effect" (students inhibiting their own self-expression) and other types of censorship on college campuses — all of which negatively impact the capability to have a culture of robust and healthy student civil discourse. The essay then briefly introduces the practice of intergroup dialogue (guided conversations to increase mutual understanding between social groups) and touches on its use as an aid for students to come together over divides. Finally, questions are posed… [PDF]

Kuntz, Ashley Floyd, Ed.; Taylor, Rebecca M., Ed. (2021). Ethics in Higher Education: Promoting Equity and Inclusion through Case-Based Inquiry. Higher Education Policy. Harvard Education Press In this thought-provoking volume, editors Rebecca M. Taylor and Ashley Floyd Kuntz invite readers to explore the many facets of on-campus ethical dilemmas and the careful, nuanced decision-making processes required to address them. Taylor and Kuntz demonstrate how to apply collaborative, multidisciplinary, philosophical inquiry to deeply complex issues. They present seven normative case studies focusing on a variety of campus quandaries, from urgent matters such as Title IX violations and free speech in social media policy to long-simmering concerns such as admissions and access and the future of historically Black colleges and universities. The editors then bring together a diverse group of scholars and practitioners with a broad array of disciplinary and personal backgrounds to offer their commentary and insight on the cases. Leaders in higher education are under immense pressure to respond to campus crises quickly, to quell controversy, and to avoid the backlash of public scrutiny… [Direct]

(2015). What Does C-51 Mean for Academic Freedom & Campus Free Speech? CAUT Analysis of Bill C-51. Canadian Association of University Teachers Bill C-51, the Canadian federal government's "Anti-Terrorism Act," has sparked serious concerns about the potential impact on the basic civil liberties of all Canadians. The proposed legislation would establish criminal offences that infringe upon the right to free expression. Security agencies would be granted unprecedented and intrusive powers to monitor and share information about Canadians, with no commensurate increase in oversight or accountability. While much of the focus of the debate has rightly centred on the infringements on civil liberties generally, there are also specific concerns about the impact of the legislation on academic freedom and free speech on university and college campuses. The following are appended: (1) Excerpts from Bill C-51; and (2) Iacobucci Inquiry–October 2008 and O'Connor Commission (Maher Arar)–September 2006…. [PDF]

Danforth, Scot (2018). Becoming the Rolling Quads: Disability Politics at the University of California, Berkeley, in the 1960s. History of Education Quarterly, v58 n4 p506-536 Nov. Historical analyses of 1960s university campus activism have focused on activities related to the civil rights movement, Free Speech Movement, and opposition to the Vietnam War. This study supplements the historiography of civil disobedience and political activity on college campuses during that tumultuous era with an account of the initiation of the disability rights movement with the Rolling Quads, a group of disabled student activists at the University of California, Berkeley. This small group, with little political experience and limited connections to campus and community activists, organized to combat the paternalistic managerial practices of the university and the California Department of Rehabilitation. Drawing from the philosophy and strategies of the seething political culture of 1969 Berkeley, the Rolling Quads formed an activist cell that expanded within less than a decade into the most influential disability rights organization in the country…. [Direct]

Majeed, Azhar; Robinson, Jenna (2018). Do North Carolina Students Have Freedom of Speech? A Review of Campus Speech Codes, 2018. James G. Martin Center for Academic Renewal This report examines the speech and assembly protections for students and faculty members at North Carolina's universities, both public and private. It is a follow-up to the 2010 report, "Do North Carolina Students Have Freedom of Speech? A Review of Campus Speech Codes." In the eight years since the publication of that report, North Carolina colleges and universities have made remarkable progress in their protection of First Amendment rights on campus. This report is a collaborative project of the James G. Martin Center for Academic Renewal and the Foundation for Individual Rights in Education (FIRE). It uses FIRE's speech code rating system to evaluate policies and regulations affecting students' and professors' free speech rights at North Carolina universities. [For "Do North Carolina Students Have Freedom of Speech? A Review of Campus Speech Codes," see ED535446.]… [PDF]

Reichman, Henry (2020). Academic Freedom and the Challenge of Diversity: Upholding Two Core Values Essential to the Pursuit of the Common Good. Liberal Education, v106 n3 Fall. Academic freedom is undoubtedly a core value of higher education, but should it sometimes be compromised in order to accommodate efforts to tackle the many considerable challenges of the twenty-first century, from fighting climate change and global pandemics to reckoning with the stubborn legacies of institutional racism? More specifically, can American colleges and universities sustain their commitment to serving a more diverse student body, recruited from all classes and ethnic groups and increasingly from around the world, and still rigorously uphold academic freedom? This article concludes that it is easy to defend academic freedom and free speech when everyone is saying pretty much the same things. But diverse communities give voice to diverse experiences, diverse assumptions, and diverse needs. And with diversity comes disagreement. In the wake of sometimes disruptive protest movements against institutional racism and in the context of the country's political polarization,… [Direct]

Rebecca M. Taylor (2024). Taking Seriously Campus Debates Surrounding Invited Speakers: Open-Mindedness and the Ethics of Inquiry in Higher Education. Teachers College Record, v126 n3 p86-109. Context: College campuses in the United States are currently engaged in public and ongoing negotiation of the value and limits of free speech in educational contexts. Responses to invited campus speakers from students, faculty, and campus leaders point to diverging perspectives on the roles and responsibilities of higher education institutions and their members as communities of inquiry. Considering these perspectives raises questions about the epistemic aims of colleges and universities. Purpose: The purpose of this article is to investigate perspectives on the ethics of inquiry and on the value and demands of open-mindedness in higher education. Specifically, I examined one case of an invited campus speaker who sparked considerable debate–Charles Murray's invited talk at Middlebury College in 2017. Research Design: This study employs the methods of empirically engaged philosophy, a philosophical approach to inquiry that engages with empirical evidence in considering educational… [Direct]

Hammersley, Martyn (2016). Can Academic Freedom Be Justified? Reflections on the Arguments of Robert Post and Stanley Fish. Higher Education Quarterly, v70 n2 p108-126 Apr. It is widely recognised that academic freedom is currently under threat. But there is also considerable dispute about the meaning of the term. In this paper I examine two recent and important accounts of the nature of academic freedom that seek to distinguish it clearly from free speech. Such a distinction is, in my view, essential. The aim of the paper is to clarify and resolve differences between these two accounts, and thereby to develop further the conceptualisation of academic freedom…. [Direct]

Kajs, Lawrence; Matthew, Kathryn I.; Matthew, Millard E. (2017). Balancing Disruptive Students' Rights with Campus Safety. Clearing House: A Journal of Educational Strategies, Issues and Ideas, v90 n5-6 p203-207. Disruptive students potentially pose significant problems for campus administrators as they strive to maintain a safe campus environment conducive to learning while not violating the legal rights of the students. Maintaining a safe campus is important because increasing numbers of students with mental and cognitive disorders are enrolling in college and university classes. This article examines selected court cases involving disruptive students who alleged violations of their First Amendment right of free speech, due process rights under the Fourteenth Amendment, and violations of the rights afforded them under the Americans with Disabilities Act and the Rehabilitation Act. The rulings in these cases were used to develop campus guidelines and procedures to address the actions of disruptive students…. [Direct]

Earl, Jennifer; Kahne, Joseph; Kwako, Alexander; Rogers, John (2023). Principals' Responses to Student Gun Violence Protests: Deter, Manage, or Educate for Democracy?. Teachers College Record, v125 n2 p131-177 Feb. Context: School-based student protests have received little scholarly attention, yet they have the potential to impact the school community, students' civic development, and larger social movements. Principals are key actors in responding to school-based student protests. As school leaders, principals' actions affect the outcome of student protests and shape many students' first experiences as activists. Purpose: This study examines U.S. public high school principals' responses to schoolbased student protests in 2018, a year of heightened protest activity in response to gun violence in schools. The purpose of our study is to understand how a national sample of principals responded to student protests and to quantify general trends in their responses. Research Design: Using a mixed methods approach, we surveyed 491 principals during the summer of 2018; follow-up interviews were conducted with 38 principals. Analyses are grounded in the Deter-Manage-Educate framework, a new conceptual… [Direct]

(2021). Freedom of Expression at Davidson College: Is There a Problem? Answers from the Fall 2021 Survey of Davidson College Students. American Council of Trustees and Alumni The alumni group Davidsonians for Freedom of Thought and Discourse (DFTD) was founded in 2018 to monitor the state of free expression, diversity of viewpoints, and ideological balance at Davidson College. DFTD was also founded to undertake research to help clarify whether perceived problems in these key areas are real. Fall 2021 survey of major donors to Davidson College, virtually all of whom are alumni, revealed an urgent problem: Only 20% answered that it is "extremely" or "very clear" to them that the college administration protects free speech on campus, and 94% said that Davidson's next president should make campus freedom of speech and open, civil discourse a priority. But do Davidson's major donors have it right? Is there in reality a problem that needs to be addressed? To help answer this question, DFTD commissioned College Pulse–an online survey and analytics company dedicated to understanding the attitudes, preferences, and behaviors of today's college… [PDF]

Heringer, Rebeca; Misir, Dave; Piquemal, Nathalie (2019). Responding to Racial Incivility in Classrooms: Hospitality and Responsibility. Journal of Global Education and Research, v3 n2 Article 6 p181-192 Dec. This paper considers the relationship between education and hospitality in the specific context of moments of incivility in classrooms, with special attention to racial/white resentment. The authors reflect on the extent to which nurturing intellectual candor with interpretive charity (Callan, 2011) can be extended to incivility shaped by white resentment. They contend there is a need to approach hospitality as responsibility (Levinas, 1969, thereby suggesting conditions for student agency. The relationship between the educator as host and giver of hospitality and the students as guests and respondents is discussed (Ruitenberg, 2011b). The paper argues the role of the teacher is key to ensuring those at the receiving end of the perceived attack are able to reclaim hospitality by being given the space and the means to respond to the offense with agency. This paper discusses the need for parameters balancing free speech and teaching moments with restoring agency to the marginalized… [PDF]

Green, Preston C., III; Oluwole, Joseph O. (2016). Censorship and Student Communication in Online and Offline Settings. IGI Global While freedom of speech is a defining characteristic of the United States, the First Amendment right is often regulated within certain environments. For years, schools have attempted to monitor and regulate student communication both within the educational environment and in student use of social media and other online communication tools. "Censorship and Student Communication in Online and Offline Settings" is a comprehensive reference source that addresses the issues surrounding student's right to free speech in on and off-campus settings. Featuring relevant coverage on the implications of digital media as well as constitutional and legal considerations, this publication is an essential resource for school administrators, educators, students, and policymakers interested in uncovering the reasons behind student censorship and the challenges associated with the regulation of students' free speech. Following a foreword by Eunice A. Grippaldi, this book contains the following… [Direct]