Academic Freedom and Participation Dichotomy in Higher Education in Southern Africa

Autor/in	Simon Vurayai
Titel	Academic Freedom and Participation Dichotomy in Higher Education in Southern Africa
Quelle	In: Journal of Education and Educational Development, 12 (2025) 1, S. 79-98 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2310-0869
Schlagwörter	Forschungsbericht; Academic Freedom; Higher Education; Foreign Countries; Civil Rights; College Faculty; Political Attitudes; Gender Differences; Barriers; Financial Support; Research; Periodicals; Compensation (Remuneration); Censorship; African Languages; Native Language; Second Language Learning; Grounded Theory; Teacher Attitudes; South Africa; Malawi; Zimbabwe; Botswana + Suchen Sie Ihr Suchwort? Akademische Freiheit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Bürgerrechte; Grundrechte; Zivilrecht; Fakultät; Political attitude; Politische Einstellung; Geschlechterkonflikt; Finanzielle Förderung; Forschung; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Abfindung; Kompensation; Lohnausgleich; Politische Zensur; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Zweitsprachenerwerb; Lehrerverhalten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Simbabwe
Abstract	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. (As Provided).
Anmerkungen	Institute of Business Management, Department of Education. Korangi Creek, Karachi-75190, Sindh, Pakistan. Tel: +92-21-111-002-004; Fax: +92-21-3509-0968; e-mail: education.journal@obm.edu.pk; Web site: http://jmsnew.iobmresearch.com/index.php/joeed/index
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/4/10