Power, Discourse, Ethics A Policy Study of Academic Freedom
Gariepy, Kenneth D.
Rotterdam : SensePublishers
2016.
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 "free" 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 "good" and universal "right" in order to instead focus on how it is that the academic subject emerges as free/unfree to think - and therefore free/unfree to be - through 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. Dr. Gariepy's use of Foucault's 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 communities - on and off campus. Equally important in addressing the problem of academic freedom is how the book also contributes a new description of the genealogical method - something Foucault did not stipulate - that is original, ambitious, compelling, and insightful. I commend Dr. Gariepy for returning, to investigate anew, an issue we think we know." - 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.
Description based upon print version of record.
Includes bibliographical references and index.
Prefacing -- Acknowledging -- Introducing -- Reviewing the Literature -- Purpose and Form of the Review -- Selection and Organization of Research -- Acquisition of Research -- Categorization of Research and Determination of Quality -- Tasks of the Research Review -- Surveying and Detailing the Research -- Critiquing and "Moving Beyond" Extant Canadian Research -- Defining Terms -- The Limits of Traditional History and the Possibilities of Genealogy -- Problematizing and Questioning -- Conceptualizing and Analyzing -- Employing Recursivity, Genealogy, and Archaeology -- Conceptualizing Academic Freedom as Discourse-Practice -- Conceptualizing Text as Discourse-Practice -- Entering through the Statement-Event -- Writing a "History of the Present" -- Proceeding -- Academic Freedom, Social Relations and the Regime of Truth -- Describing the Discursive Event -- Describing Accumulation -- Proceeding -- Summarizing -- Academic Freedom and the Rules of Inclusion and Balance -- Describing the Discursive Event -- Changing the Conference Title -- Describing Exteriority -- Discussing Rules of Formation -- Describing Effects of the Rules of Formation -- Summarizing -- The Singularity of Academic Freedom -- Describing the Discursive Event -- Describing Rarity -- Analyzing Statement-Events -- Complicating the Discursive Field -- Summarizing -- The Social Programme of Academic Freedom and the Possibilities for Action within It -- Describing What We Are Now -- Describing the Programme of Academic Freedom -- Refusing What We Are Now -- Questioning the Present -- Departing -- Appendix A: The Canadian Association of University Teachers' Policy Statement on Academic Freedom -- Appendix B: Resources Used in Chapter 4 -- Referencing -- Indexing.
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 "free" 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 "good" and universal "right" in order to instead focus on how it is that the academic subject emerges as free/unfree to think - and therefore free/unfree to be - through 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. Dr. Gariepy's use of Foucault's 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 communities - on and off campus. Equally important in addressing the problem of academic freedom is how the book also contributes a new description of the genealogical method - something Foucault did not stipulate - that is original, ambitious, compelling, and insightful. I commend Dr. Gariepy for returning, to investigate anew, an issue we think we know." - 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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