Abstract
The theme of this chapter concerns the need to learn and teach the question of academic and scholarly freedom as part of what we term the critical curriculum for universities. This has implications for learning and teaching precisely in relation to social and civic engagement and goes to the heart of what the university is really for. Scholarly freedom refers in this chapter to the right to research, publish and teach within the parameters of the academic disciplines and fields and to the role of the appropriate peer groups who adjudicate academic quality. Academic freedom refers here to the more generic concept of the right of individuals to hold and pursue views and opinions within the university without undue influence from external agencies or authorities.
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Nyland, J., Davies, D. (2022). Academic and Scholarly Freedom: Towards a ‘Disputing’ University with Critically Engaged Students. In: Nyland, J., Davies, D. (eds) Curriculum Challenges for Universities. Springer, Singapore. https://doi.org/10.1007/978-981-16-8582-8_6
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