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The examined institution: Academic freedom, freedom of thought, and the politics of knowledge in Further and Higher Education
Christou, Anastasia Raby, Rosalind Lambert, Steve
Christou, Anastasia
Raby, Rosalind
Lambert, Steve
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Affiliation
Middlesex University London; California State University; University of Chester
EPub Date
Publication Date
2026-05-03
Submitted Date
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Accepted version
Adobe PDF, 192.05 KB
- Embargoed until 2027-11-03
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Abstract
This editorial argues that academic freedom and freedom of thought are not politically neutral concepts, and that the current global crisis of academic freedom disproportionately threatens research conducted from, about, and with historically marginalised communities. Drawing on scholarship in decolonial studies, intersectionality, indigenous research methodologies, queer and gender theory, migration studies, and critical pedagogy, the editorial traces how the suppression of diversity, equity, and inclusion (DEI) initiatives in the United States — and analogous pressures elsewhere — constitutes a coordinated attack on entire fields of scholarly inquiry. The editorial calls upon educational research journals to resist the language of neutrality and to actively support the epistemic justice that makes academic freedom meaningful. This editorial reaffirms the journal's commitment to rigorous, pluralistic, and community-engaged research on social justice, democracy and citizenship, Global South perspectives, decolonisation, indigeneity, migration, gender, queer lives, and intersectional experience.
Citation
Christou, A., Raby, R., & Lambert, S. (2026). The examined institution: Academic freedom, freedom of thought, and the politics of knowledge in Further and Higher Education. Journal of Further and Higher Education, vol(issue), pages. https://doi.org/10.1080/0309877X.2026.2664329
Publisher
Taylor & Francis
Journal
Journal of Further and Higher Education
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PubMed ID
PubMed Central ID
Type
Article
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Description
This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Further and Higher Education on 03/05/2026, available online: https://doi.org/10.1080/0309877X.2026.2664329
Series/Report no.
ISSN
0309-877X
EISSN
1469-9486