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16:01:41 2012 07 Nov Résumé de 35 mil- un don reçu annonça avoir Toronto l’Université de En avril de 2012, pour finan- and Melanie Munk Charitable Foundation de dollarslions de la Peter Ce institut qui porteracer un nouvel de Munk School le nom Affairs. of Global des gouvernance la de intensifiante néolibéralisation la de emblématique est don Les critiques comportent deux à ce phénomène réactions au Canada. universités libertéla que un académique – suggéré ont Certainsfaculté de la membres volets. t Abstrac of a thirty-five receipt announced mil- Toronto the University of In April 2010, to Charitable and Melanie Munk from dollar Foundation lion donation the Peter dona- This Munk School to be named the Affairs. of Global fund a new institute, is emblematic of the intensifyingtion neoliberalization of university governance members have Faculty been twofold. and critical to it have responses in Canada, that academic freedom—ansuggested important principle researchers that protects Stu - is at risk. pressures— and other institutional termination from censorship, capital, Munk’s of source the to drawn attention have hand, other the on dents, of human accounts and to recent as CEO of Barrickpointing to his role Gold, found have we however, In practice, mining practices. rightsin Barrick’s abuses that both academic freedom and human rights arguably are less available to people This article will critically analyze specific global and social locations. the in some discourses of academic freedom to human rights discourses in relation in Canada argue we anti-authoritarian Using intersectionality theory, in the global South. exclusion part and that in both instances the systems are of the same of oppression by intersectionally hierarchical inflected practices of logic of global neoliberalism, briefly look at alternative we conclude, To and colonialism. patriarchy capitalism, research sites that strive for horizontalismknowledge-production in pedagogies, experimenting with to eliminate hierarchies by and that attempt and governance, practices of equality—practices to the accessibility fundamental real that are of academic freedom. Beyond Academic Freedom: Canadian Canadian Freedom: Academic Beyond Universities in the Neoliberal Sandra Jeppesen and Holly Nazar and Holly Jeppesen Sandra Global Context 28_Jeppesan Topia - - Page 88 Page ¤ 16:01:41

2012 07 Nov : academic freedom; intersectionality; neoliberalism; human rights; human rights; academic freedom; intersectionality; neoliberalism; : horizontalism; anti-authoritarianhorizontalism; At the University of Toronto (U of T) convocation on June 14, 2012, graduate graduate 2012, T) June 14, on convocation (U of Toronto the UniversityAt of in solidar- square wearing a red VippermanMichael publicly his degree, rejected “generating focus on T’s and denouncing U of ity with striking Quebec students, Vipperman (Hauch 2012). for industrywealth a quality providing over education” specifically Barrick mentioned speech Gold in his alluding to (Vipperman 2012), of thirty-fivethe April 2010 donation million dollarsPeter and Melanie the from Munk School of Global Affairs. T’s to fund U of Munk Charitable Foundation Questions been raised about the academic freedom have within the of researchers and about human rights South abuses in the global Barrick by Gold, Munk School, speech points to a neoliberal trend Vipperman’s Munk is CEO. of which Peter in increase and a corresponding private universities, funding of Canadian toward academic which be putting may the influence of corporateacademia, in interests freedom at risk. Keywords academic of The protection in the United has been freedom States and Canada of American the Association century past the over associations: two championed by - Teach of University Association and the Canadian (AAUP) University Professors academics for societies to thrive, is that in order The basic premise ers (CAUT). principe important qui protège les chercheurs de la censure, la résiliation entre entre la résiliation principe de la censure, les chercheurs important qui protège ont étudiants les part, D’autre en danger. – est institutionnelles pressions autres comme rôle soulignant son Munk, du capital de Peter sur la source attiré l’attention de l’homme des droits de violations récentes des histoires et PDG de Barrick Gold, nous pourtant, réalité, En minières. pratiques de ses d’exploitation dans le cadre liberté que et la moins de l’homme sont les droits académique et trouvé avons dans certaines pour les personnes spéci- globales et sociales accessibles situations Cet article analyse critique sur la liberté de façon les discours académique au fiques. En par rapportCanada de l’homme dans le Sud droits aux discours sur les global. nous montrons la théorienous appuyant sur d’intersectionnalité anti-autoritaire, dans les deux instances s’inscrivent dans et d’exclusion que les systèmes d’oppression capita de pratiques les par influencé global, néolibéralisme du logique même la guise En l’intersectionnalité. selon hiérarchisantes colonialisme et patriarcat, lisme, brièvement de production alternatives les sites regarder nous allons de conclusion, la de pédagogies, des l’horizontalisme visent niveaux qui aux connaissances de expéri en hiérarchies les d’éliminer tentent et gouvernance, la de et recherche à – pratiques fondamentales qui sont de vraiesmentant avec pratiques d’égalité l’accessibilité à la liberté académique. Topia 28_Jeppesan 28_Jeppesan Topia TOPIA 28 88 TOPIA 28 89

Page 89 Page 16:01:41 2012 07 Nov Post-secondary educational serve institutions Post-secondary of society good the common understanding and knowledge and disseminating, for, searching through fostering in academic and through thinking and expression independent These ends cannot be no less. require staff and students. Robust democracies 2011) (CAUT achieved academic freedom. without Academic freedom is here linked to a concept of the common good of society, freedomAcademic of society, good common of the linked to a concept is here which is in turn assumed to include democracy robust up of independent, made also pragmatic, while more The AAUP, individuals. and knowledgeable empowered its principlesgrounds of academic freedom service in providing to the democratic - knowl “accepted inquiryand is what beyond the community” of interests “the state, call factors the ability many into question will discuss, As we 1915). (AAUP edge” incarnationof any implement these of the university—both past and present—to must be accorded the freedom to engage in research, develop pedagogies, govern govern develop pedagogies, the freedom be accorded must in research, to engage ideas publicly. express and universities in what academic of The concept was first 18th century, in the developed freedom - knowl “new towards attitudes There, 11). 2009: and Post Germany (Finkin is now - in universi censor the work of the church to of the power much removed edge” 19th century, In the late independence for (21). academics and led to greater ties, academia of “Germanmodel” Americanthe trained academics brought in Germany Statements from in 1915 and 1940 offi- to the United States the AAUP (23–24). statement notes 1940 AAUP The cially asserted the right freedom to academic (1). that academic freedom depends on the right to research also brings responsibilities: fulfillment of the other typicalacademic of an (such duties teaching and service), as and the right to free disciplinarythe right to teach requires speech demands focus, policy A CAUT statement from 2011 1940). comportment (AAUP professional “freedomacademic defines to teach and discuss; as the to freedom carryfreedom freedom thereof; to produce disseminate and publish the results and out research [and] freedomand perform in service works; to engage creative to the institution History A Canada: in In Academic Freedom 2011). (CAUT and the community” Michiel Horn importance notes the to guaranteeing this freedom: of tenure (1999), freedom—and in conditions created it…—has that secures the tenure “Academic and publish undertake research, which scholars and scientists can teach courses, by their retaliation without fear of wisdom findings that conventional challenge governing and researching, teaching, that is thread common The (354). employers” particularly when allbe protected, academic rights speaking out are that must - outcomes—frommethodologies to controver research and pedagogies innovative wisdom. conventional governance opinions—contravene findings and sial research from also comes a purpose, to having a concrete in addition freedom, Academic Statement Academic on Policy the CAUT’s example, For idealism. of genuine place begins: Freedom 28_Jeppesan Topia Page 90 Page 16:01:41 2012 07 Nov ideals, yet few would deny that increasing equality of social power and knowledge, equalityand knowledge, few that increasing power of social deny yet would ideals, service and desirable. are community the to potential, individual of development the several of higher learning institutions explore we this paper, of section In the final universityof corporatization trend the against working toward also and are that radicalizing freedom. practice of academic ideal but also the not just the may CAUT When freedom compromised, been academic have to perceived is recently in the case has threatened it of the Balsillie an action universities, censure championing beyond moved also has CAUT 2012). (CAUT Waterloo in Institute professorialfreedoms forand the right tuition student for in advocating accessible While 2012). CAUT 2011, of academics to contribute (CAUT to social change the right to free speech however, freedom within the university recognized, is well walls of the university—is the hallowed still tenu- employer—outside against one’s 310). law (Gillin 2008: ous in Canadian The first academic freedom can be charged with several weaknesses. As a concept, stems from observations that the university has always ideological had underpin - be equally and welcome therefore, cannot, all forms of study and research nings: the good” “public the of definitions many are there instance, For equally rewarded. sake to profitability from foruniversity knowledge’s knowledge is meant to serve, and from democratic engaged citizenry of research, to radical transformation. social which became so influential in the academicThe German of tradition freedom, needed the knowledge to produce universities allowed United States and Canada, 17). and Post: (Finkin and empire commerce to support a new era of exploration, While the Enlightenment freed the time, academics from domination, religious (Finkin power in those to freedom and beholden space remained granted they were universitythe that argues Bill alwayshas Readings example, For 21). Post: and After off the of the chains church, throwing served form in one or another. power development, of the historical itself in terms project of the “defined the university it served the inter- words, other in and inculcation culture”; of national affirmation, and Over the past several decades, 6). 1996: (Readings ests of the nation-state has shifted this role that serves to one corporate increasingly neoliberalism, under Horn argues capital (12–13). for transnational resources human producing interests, interference fend off to fought Canada in in governments universities that from quick capitulate to but were to corporate funding models or the 1970s and 1980s, models changed funding as government private-public partnerships in the 1990s, values and structure, can we see that the academy’s In this way, 336). (Horn 1999: always organized have been aims ideologically serve to power—from of institutions academic freedom amounts Under these circumstances, church to state to capital. a fundamentallyto an argument for on fair play skewed field. freedomAcademic - somewhat from in practice diverges Accord its theory or ideals. “the as academic freedom does not extend to all faculty members, ing to Horn, exclude central which to academic freedom, are ideas of discipline and competence, Topia 28_Jeppesan 28_Jeppesan Topia TOPIA 28 90 TOPIA 28 91 Page 91 Page 16:01:41 2012 07 Nov heoretical Framework: Anti-Authoritarian Intersectionality Theory Anti-Authoritarian Theoretical Framework: Intersectionality theory out of anti-racist feminist has emerged scholarship the over past several decades as an important analytical for considering complex approach 2007; 2000, hooks for example, of social privilege and exclusionnetworks (see, to Sirma Denis, and Ann According Bilge Sandoval 2000). and Denis 2010; Bilge the when intersectionality of idea “[t]he can back traced be as early to 1832, as African-American writer Maria Stewart effects of pointed to the combined racial Phoenix Ann suggests Etymologically, 3). (2010: based oppression” and gender some people from its protection,” particularly those who challenge disciplinary people fromsome or its protection,” the ability questioned have of Other researchers orthodoxies (317). institutional making are who freedomacademic marginalizedin scholars groups, protect to viewthe traditional of academic scholars, some “[t]o into the institution: in-roads Janice Drakich, (328). and heterocentric’” eurocentric, freedom‘androcentric, is that despite its suggested have for example, and Jennifer Bankier, Taylor Marilyn - hetero academic freedom“ignores the historic that white, advantages importance, of power imbalances fails to acknowledge enjoyed, able-bodied men have sexual, of differ- and other dimensions class, sexuality, race, gender, ‘in based on relations ‘tends to perpetuate exclusion the traditionally of groups and disadvantaged ence,’ 328). (cited in Horn 1999: and social behaviour’” pedagogy, curriculum, through academic freedomto equal access of preciselypresumption is this It that will be some what are several questions: will address we to do so, In order here. interrogated struggles academic freedomof the current around to the in response Canada in neoliberaliza do facultyneoliberalization How and students resist of universities? - academic differently? does tion How Northrelate to cor- in the global freedom human rights practices in the global South? academic freedom Are porate donors’ and human rights intersecting hierarchies differentiallyacross people available to to non-hierarchical alternative approaches class there Are and gender? of race, ensure better might that governance and production knowledge pedagogy, research, equality and equitability? accessibility, as a case studyToronto This article at the University will of take the Munk donation to anti-authoritarian an approach Using questions. these to respond to order in willthe hierarchical argue that both we systems- oppres of intersectionality theory, and exclusion to academic sion access that determine who does and does not have freedom and those systems that exclude people from some to human rights access an anti-author- Taking partare of the same global neoliberal logic of domination. itarian that strives for perspective the horizontalization in pedagogies, of power this article ethical demands for more will beyond move and research, governance to surveyfunding models within neoliberal universities for alternatives explicitly emancipatory and radically practices. inclusive knowledge-production 28_Jeppesan Topia Page 92 Page 16:01:41 2012 07 Nov A central tenet of modern feminist thought has been the assertion that “all “all A central tenet of modern feminist the assertion thought has been that a common share This assertionwomen implies that oppressed.” are women a do not create etc. sexual preference, religion, race, like class, that factors lot, diversity of experience that determines the extent to which sexism will an be 5) 2000: (hooks of individual women. in the lives force oppressive (1990) put forward(1990) put Gender Trouble arguments about the Judith Butler’s Similarly, and performatives, in gender active system” interlocking“sex/gender aspects of the recent Butler’s fromwomen among politics forargued coalitional a all walks of life. a field in which Butler 2011), (see Heckert thought anarchist engages work 2011; intersectionality theory within an anti-oppression is crucial that work to coalitions - of horizontalin their activ guiding the implementation framework, social relations that today suggests Phoenix (2006) 2012). ism and organizing efforts et al. (Breton offering that an approach in importance, intersectionality theory“burgeoning” is everyday that constitutes positioning to make visible the multiple life and the “aims allows theoristsThis concept to consider (187). central to it” that are relations power a local on and global scale.shifting relations power the underpinnings of complex, to academic freedomUnequal access and global human rights can be analyzed and Lenard gay Darren Hutchinson has considered using intersectionality theory. and while Bilge of intersectionalitylesbian human rights the lens through (2000), theories of global diaspora rethought using intersectionalityDenis have theory (2010) and academic freedom an intersectional itself has been examined through intersectionality theoryreveal In this article, will Thobani (2008). Suneralens by underlyingthe neoliberal logic of domination both academic freedom practices in contemporary and human rights universities practices in the global Canadian key to understanding and both are related, of practice are spheres These two South. the implications of the Munk donation. that “the term ‘intersectionality’ was coined in 1989 by Kimberlé Crenshaw” (2006: (2006: Kimberlé 1989 by was coined in Crenshaw” ‘intersectionality’ term“the that such markers determined by of subject positions the interrelatedness 187) to denote in This was location global and so on. nation, age, sexuality, gender, class, as race, to earliercontradistinction considered that had movements social and theoretical class from to be distinct and gender another, one identities suchissues and as race, such ethnicity as and race academic disciplines, in different them and addressed Marxism and feminism. studies, the term- coined intersection time that Crenshaw the same around emerging Work which critiqued (1981), Woman? I a Ain’t seminal book, ality includes bell hooks’s among hooks, movement. exclusion from women’s the mainstream black women’s with white and middle as predominantly identified the movement class, others, of for racializedthe account not did that concerns women experiencedsexism by colour: Topia 28_Jeppesan 28_Jeppesan Topia TOPIA 28 92 TOPIA 28 93 Page 93 Page 16:01:41 2012 07 Nov deregulation of financial markets, privatization, weakening of institutions of weakening of institutions privatization, of financial markets, deregulation protections, and labor market of labor unions weakening social protection, opening of international cutting of top tax rates, shrinking of government, of full goals. and abandonment employment and capitalgoods markets, 6) 2004: (Palley In Canada, trade liberalization has resulted in the North American Free Trade Trade trade liberalization in the North American has resulted Free In Canada, In Americas the of (FTAA). Area Trade Free the and (NAFTA) Agreement a set of policies Consensus,” “Washington the international trade and economics, financial capital mobility, export-led growth, trade, “privatization, free by defined the has become austerity” and policies of macroeconomic labor markets, deregulated “race to the bottom” has led to a Consensus Washington The model (6). accepted and inclusiveness” “social which of has dismantled institutions in the global South, in part the Inter- enforced through are These policies (6). exploitation facilitated which demand neoliberal reforms, Bank, World and the Monetarynational Fund especially in the form of structural-adjustment that impose economic programs for aid (Easterlygovernance models as a condition policies and influence 2005). neoliberalism is arguably a political policies, these economic enacting Through to the capitalist and wealth and financial power classes (Harvey to restore project and Harvey Duménil Palley both also argue that neo- 16; and Lévy2005: 2004). benefited a cultural shift individual- from in turn, toward liberalism has driven and, the neoliberal Therefore, Harvey 42). 3; 2005: 2004: ism and consumerism (Palley is a shorthand the in this context that involve forlogic of domination processes Academic Freedom and the Neoliberalization of Canadian Universities of Canadian and the Neoliberalization Freedom Academic profound produced also has neoliberalism While originally theory, economic an the by was established thought Neoliberal shifts in cultural a society. values within classicto opposition in students his and Hayek von Friedrich economist Austrian Society on theywork to formed Pelerin the Mont In 1947, liberalism. economic for example, Keynesian which (see, challenged mainstream economics these ideas, went Friedman, Milton One of these students, 2). 2004: Palley Harvey 20; 2005: at the University of Chicago. of economics “Chicago school” to popularizeon the downturn major first the of result a as neoliberalism traction gained 1970s, the In (Duménil- and Lévy Pal 2004; War World since the Second economies Western in open to liberalize convinced trade, were and governments Harveyley 2004; 2005), economic industries domestic to stimulate to capital and deregulate borders flows growth. can that human well-being best be “proposes neoliberalism David Harvey, For freedoms entrepreneurial an within skills individual and liberating by advanced frameworkinstitutional free characterized private property strong mar- by rights, countries Western policies in Resulting domestic 2). (2005: and free trade” kets, include: 28_Jeppesan Topia Page 94 Page 16:01:41 (1996), Readings argues that the Readings in In The University Ruins (1996), 1 2012 07 Nov ubiquitous concept of “excellence” is an essential component of these changes. He of these changes. is an essential component “excellence” of ubiquitous concept driving but is nonetheless the (22), meaningless” “entirely that the termsuggests is that is necessarywork and quantificationacademic standardization of transform to to conformity with neo- “excellence” academic linking it into a commodity (26), liberal ideologies. in the riseWestern a unique role of neoliberalism in played have universities Indeed, In 1). 2004: Chicago the of wellrole school (Palley documented is The economies. Harvey’s neoliberalism of how came account to be popularized sections large among he notes that public in the United Statesof the voting and the United Kingdom, university departments think tanks, suchacademic institutions as business schools, (1996) Readings 57). 54, 44, 8, been central (2005: institutes have and research always have that universities been called to on above, as noted and others argue, Rather than simply being neutral in spaces elite ideologies. develop and reproduce generally have universities worked which all forms can thrive of knowledge equally, which has inevitably influenced who specific ideological and politicaltoward goals, intensification of capital accumulation and its global movement, and a resulting resulting and a and its global movement, intensificationof accumulation capital gender, class, of race, intersecting oppressions across intensificationof inequalities to implyThis is not such that and so on. geographical and social location, age, but that neoliberalism has shifted neoliberalism, did not exist before oppressions them. and intensified the view on that academic is premised other hand, the on freedom, Academic is labour and achieving whose raison d’être a university social goods education are inequities and with the potential to correct of societythe improvement as a whole, neo- academic freedom, on encroaching By democratize and power. knowledge which might be ways, in at least liberalismtwo has affected universities Canadian has been the influence consequence The first structure of as and content. conceived structures governance of neoliberal of publicly practices and values on funded insti- of neoliberal economic has been the propagation consequence The second tutions. University ideology classroom in the and in research. and culture theory, content: closely to more has been restructured governance private corporations, resemble - is increas research and service, of consumer teaching is justified with the discourse publicly convert to expected are funded Universities for market. inglythe produced private into intellectualwork property partnerships, public-private through research also drive that imperatives funding restructuring. patenting and other research contribute the public to these measures the standpoint of neoliberal thought, From supposed to stimulate as they are an appropriate use of public funds, and are good Sinceneoliberalism up in opening assist dictates that the state growth. economic universitythe make to push market: a itself simultaneous a is there newmarkets, and for to a body of student-consumers, access for intellectual work, for education, services, professional for third-party services (consulting, universities by purchased increasingly has been critiqued But this trend over clothing and security). food, decades.the last two Topia 28_Jeppesan 28_Jeppesan Topia TOPIA 28 94 TOPIA 28 95 Page 95 Page 16:01:41 2012 07 Nov is admitted, recognized and rewarded within the academy. This is the second effect second the is This academy. the within recognized rewarded and admitted, is profoundly universities—it of neoliberalism on and informs restricts research and supposed to are freedom, academic of the aegis under which, pedagogicalagendas, diversity. greater admit excellence and the potentially Despite an internal logic of competitive positive neoliberalism in the university can effects of participating economy, market in the from away movingthus be seen to be universities the ideals of academic freedom forms- in institutional and the con a neoliberal logic of domination and toward on to an emphasis neoliberalism leads students, For teaching. and tent of research the utilitarian of finding goal grades, good with getting an obsession competition, and based solely attainment, the choice income potential of professions on a job, Important for values that students lifestylea consumerism. competitive in rooted might better flourishacademic under a radical of implementation might freedom achieving fulfillment production, knowledge collaborative and engaged include: achiev - learning, of process the in imaginations their engaging education, through contributions to making positive good, ing successes that will the common benefit - cooperation and com aid, mutual and other community values based on society, anti-authoritariansame the are values these into put values Interestingly, passion. T and the Quebec as various groups as Munk out of U of student activist practice by challenged neoliberalismwhich in have 2012), (Kruzynski movement student al. et ideologically structur issues and through - and form—inboth content other words, ally forms. in counter-institutional have universities that articulatedby Readings, the argument, deny to This is not of neolib- but rather to note that the impact always served ideological interests, eralism is moving us further than ever from that has the ideal of academic work at all research levels—fromconducting Those and egalitarian collective benefits. a growing with faced faculty research—are to multi-institutional student projects which that can support funders by be capitalized research trend into commodities, - Presi CAUT neoliberal capitalismideologically reproducing as materially. well as cuts to the Social argues that recent Sciences and Humanities Peters Wayne dent result the with economics,” as disguised “politics are (SSHRC) Council Research in this country university-based research be set politically will now “more to that peer-review through researchers academic serve and not by interests commercial A3). 2012: (Peters and merit evaluations to serve scientific and public interests” academic limiting of effect the thus have can budgets of neoliberalization The freedom new through funding of researchers indirectly legislating the agendas by and budgets. architectures activity not just research on is pressure there within a neoliberal climate, Moreover, As Suzy but also to contribute to the branding of the university. to be profitable, “[i]t is increasingly important that academic activity contributes to Harris notes, which overall strategy position, its market to maintain and improve the institution’s 28_Jeppesan Topia Page 96 Page While legal threats, death threats, dismissal and dismissal and death threats, While legal threats, 2 16:01:41 2012 07 Nov denial of tenure are easily documented, reasons for dismissal or denial of tenure for dismissal or denial of tenure reasons easily are documented, denial of tenure It is not often definitively possible to say that political can be nebulous. sometimes or research- promotion or ideological in unsuccessful tenure, a factor beliefs were It is track record. might see as an impressive despite what some funding decisions, because application it relies has been rejected if a research also impossible to know theoretical frameworks credible unpopular but nonetheless on or methodologies. freedomAcademic runs limits here. up against its own canalso interfere in the pursuit of freeFunders - of find and dissemination research that fund been severalpharmaceuticalmultinationals have instances of There ings. challenges attempting to silence research-supported to their drug-medical research CAUT Recently, Olivieri 2005). 2004; (CAUTefficacyLemmens 2001; claims successfully challenged accountability models of corporate seen funding that were in above, as mentioned example, For academic freedomto threaten in several cases. Wilfrid and up a case took Waterloo in which2012 CAUT University of Laurier places more pressure on individuals to pursue and construct to pursue and individuals on identities in academic pressure more places University branding plays role a 426). (Harris 2005: corporateline with identity” decision- research-oriented other and funding research internal hiringin decisions, or document. to quantify and difficult indirect subtle, waysmaking in that are Branding out the possibility both empties level change at a deeper for in profound off the university-corporation and simultaneously cordons as propaganda, its role from that do not fit easily and pedagogical avenues into the university’s research “the promotional of concept Wernick’s drawing on In her work brand personality. of the Hearnof the consequences Alison enumerates some (1991), university” Scoring rankings university in high post-secondary (2010). branding of pursuit and the prior- an importanthas become that drives university goal policy (212), while the incen- difficult (214), research makes cooperative itization of reputation for number of publications faculty their tive contributes to academic to increase Branding will also in medical fields (215). which widespread is most ghostwriting, which structures a service-industryaffectthe type a university of student admits, student and instructor between and teaching that makes innovative relationship learning (212). difficult to implement integrity academic - at risk con is through When corporate involved, are sponsors “institutions experican as - either be whichovert may obscure, or interest, of flicts certain or types funding research of particular research attract to pressures ence their independence and compromise which may self-sustaining, that are activities who may Where radical does this leave researchers, 5). 2012: (CAUT public trust” may frombe prevented choosing of their own as grad students, pursuing research after (Stanford graduation lot” parking be left jobless or left“academic idling in the legal promotion, or tenure of denial dismissal, to subject be may or 2008), al. et and the happened in Canada of which or even have death threats—all threats, United States years? in recent Topia 28_Jeppesan 28_Jeppesan Topia TOPIA 28 96 TOPIA 28 97 - Page 97 Page 16:01:41 2012 07 Nov Cloaked in the language of universalism, academic freedom academic claims to be of universalism, Cloaked in the language But like the liberal ideology it available to all academics. non-political, the construct of academic freedom is deeply politicalsustains, as it seeks to Defining individuals in neutralize to liberal oppositional regimes. politics us from removing the context of abstraction, the academy in the language it claims to be blind to these and other social relations, race, gender, of class, academic freedom these helps to reproduce In this manner, social relations. (4) very of power. relations University from jointly a donation accepted co-founder (RIM) in Motion Research The agreement Jim Balsillie the Balsillie to fund School Affairs. of International - pow granting decision-making governance structures, both universities’ modified for Governance International Innovation the Centre ers to a corporatethink tank, that agreement universities’ the were concerns “[s]pecific notes that CAUT (CIGI). which not onlyCIGI has but veto on voice a board schoolthe by governed to be is which the principle transgresses including curriculum, matters” in academic power - agree “the donor Furthermore, A1). 2012: (CAUT of academic self-governance which with CIGI about obligated to consult are the universities ment specifies that considering Chairs and forindividuals they as CIGI Research are appointment hiring fir in university and the of interfering autonomy the with Fellows,” Balsillie the example, for the Balsillie At School of International Affairs, ing practices (A1). ‘possibly “pressure CIGI, from to due was fired Thakur, Ramesh inaugural director, 2012). (Valpy from to walk away in the form of a threat commitments’” multiple University to establish a York to donation in an attempted CIGI was also involved Hall but the Osgoode Law School Faculty in international law, graduate program University announced it York 2012, April and on 2, the proposal, Council rejected high- In these two 2012). (Monahan with the donation not be proceeding would is it academic integrity clear that corporate in at stake is sponsorship cases, profile academic freedom of concept in using the which CAUT motivates of universities, to challenge this trend. began in 2001 job was threatened academic’s an high-profile case where Another became a at the University a professor of British Columbia, Thobani, when Sunera as and the victim of hate speech and death threats investigation of an RCMP target Some 2008). of a speech opposing the war in Afghanistan (Thobania result 2001; and in the end she was able to maintain her position, colleagues supported her, - How appeals to the principle freedomthrough of academic 4). (Thobani 2008: Anti-Raciston The Assault Exercise: “No Academic argued later in she also ever, (2008) that academic freedom the did not address Terror” of in the Age Feminism she that claim institutions Like many to be neutralopen to all, and problem. real academic freedom has always supported privilegeargued, along those who have little for those most vulnerable and has done to class gender, and of race, the axes and their jobs: attacks their research on 28_Jeppesan Topia Page 98 Page 16:01:41 2012 07 Nov programs in many universities that offer remedial courses, affirmative action, action, affirmative remedial courses, that offer universities in many programs often by assault, under massive are and other crucial pedagogical resources conservative trustees who want to eliminate from the university attempt any while simultaneously denying a the deep inequities in society, to address 453) (2009: decent education to minorities of color and class. These assaults, more recently, are undertaken are of austerity under the auspices meas- recently, more These assaults, most often are hardships economic belts, “our” Disguised as a need to tighten ures. fromdownloaded corporations citizens onto and governments and non-citizens for (see, racialized consequences in inequitable ways that have and gendered alike, Byrne 2008). Harris 2005; 2009; Giroux example, academic of the concept these facts address does not freedom Thobani argues, As - cred and prestige access, of Hierarchies them. reinforce to can work indeed, and, priorities research cuts and institutional clearly budget affect the kind of ibility, the type of research in turn, and, faculty able to undertake, members are research undertakenability determinehierarchical their the ranks. up academic may move to academic and this. to correct does little freedom exclusionary, These hierarchies are “willexperiencedbe differently decisions Harrisfoundhas research academic that 426), (2005: context” institutional and age, gender, for example, on, depending female “younger found that A study in the U.K. including appointment status. short on term contracts, were of whom many 29 and 34), between academics (aged they the type older female did than and work felt less able to control of research Byrne Richard has found similar (426). group)” academics (in the late 40s to 50s age not merely disciplines, between those in the professoriate“the divisions are results: These 2). (Byrne 2008: faculty colleagues” tenured and their contingent but between of exclusion, axes intersectional for account additional must that we studies reveal is more seem, it would freedom, Academic such and appointment status. as age tenure, established careers and have have older, available to those who are readily postdoctoral- fellows fac and part-time or non-tenured graduate students, whereas sexual orien- gender, class, varying to their race, intersectionally in relationship ulty, to academic freedom access reduced have in practice, and (dis)abilitytation status, Like liberal thought in general, academic freedom works by “universalizing…the freedom academic by works Like liberal in general, thought particularizing human subject while subject as the all Others cat in the - Western outside the university, Both within and (6). egoriesand cultural of racial difference” that determine whose speech ispower hierarchies of to create tend these differences academic of concept the conceptual produced has freedom Thobani, For (5). heard speech that is said ‘free’ “Despite all the not exist in practice. equivalencies that do the speech against little so is there “why asks, Thobani societies,” Western in exist to then clamouring words, other in are we what If for academic freedom, is (7). War?” this clamourout the very risk may drowning (4). advocating for are which voices we and gendered classist only Thobani is not the one to to the call attention racist, found has that for example, Henry Giroux, in the academy. hierarchies entrenched Topia 28_Jeppesan 28_Jeppesan Topia TOPIA 28 98 TOPIA 28 99 Page 99 Page 16:01:41 2012 07 Nov Munk Donation and the Case Study: Academic Freedom an illustration between provides of a conflict private funding The Munk donation and the the academic freedom professoriate, of that university’s to a university, The terms Munk of the of the corporate of the funds. human rights record source spelled a memo- out in are Toronto partnership with the University of Foundation’s and the president by 2009, 23, November (MoA) signed on randum of agreement 2009): Toronto (University council behalf of the governing on of vice-president a twenty-million-dollar and Melanie Munk Charitable from donation the Peter A the Munk School to create has been committed of Global Affairs. Foundation performance on the school’s based further fifteen million dollarsbe given, is to death or after Munk’s either after Peter to the judgment of the donor, according whichever comes the scheduled review independent of the School in 2015–16, government the provincial addition, In 3–4). 2009: Toronto first (University of and thirty-nine million dollars twenty-fivecommits million dollars the school, to The school will allocated are endowments to the school (1–2). of the university’s (a private think tank) in a new build- International Council” “Canadian house the fees tuition for the new and permission to deregulate Masters of Public ing (1), schoolThe the of become to overall is mission (1). secured also is degree Policy partiesBoth (8). for studies” international institutions leading world’s the of “one the guarantees to uphold of freeagree speech and academic freedom outlined in the as they are engaged in precarious labour in the “academic parking lot,” working as working lot,” parking “academic in precarious engaged labour in the as they are limited-term or (Stanford appointees postdoctoral researchers instructors, sessional “leading which the van- is University, York a report on example, For 2008). et al. labour an academic towards in Ontario, universities public among at least guard, Aboriginal that women, noted instructors,” largely composed of contingent force in employed people in racialized and people with disabilities were groups people, in casualized higher proportion much than in tenure- academic labour positions the survival has even Bousquet compared Marc track (de la Cour 2009). positions largely Walmart’s to those of “lumpenstrategies of the largely female professoriate” 3). (2008: precarious workforce female, freedom Academic from crucialis corporatepur- to the pressure institutional and right that and is a hard-won and research, governance pedagogies, suit of innovative be cognizant that it must we the same time, At forshould not be taken granted. like democratic rights in our Charter of Rights and Freedoms— is not a cure-all; freedomsuch free as from speech, or freedom unwarranted searches from hate speech—it in practice be disproportionately may denied to marginalized group Analyzing from can denial cases this of perspective intersectional an members. structural forreveal be accounted in our claims inequities that must to academic This is the University to the fraught in whichMunk donation context the freedom. is situated. Toronto of 28_Jeppesan Topia

- - External

Page 100 Page 16:01:41 2012 07 Nov University of Toronto’s Statement Purpose of Institutional university’s and in the Toronto’s University of and the curriculum allocations and specific faculty with (3), agreement collective the university determined to be only (11). are by for research Like T faculty mobilized students alike have and criticisms of the agreement. U of on the Balsilliecritics influence of donor HallSchool and those at the Osgoode examine the Valleau Hamel and John T faculty members Paul U of Law School, “the scholar elements: two emphasizing to academic freedom, threat donation’s should be free from of rigor and questions criticisms on any those based except must be and the scholar“largely withdrawn the from field” relevance within her of daily entirely to generate newdistractions in order concerns of understandings Valleau the world”—theaccrue then would of which benefits to society and (Hamel fifteen One of the central issues is the additional million dollars promised 2011). aca- to be adjudicated not by performance, to the school at a later date based on charge Valleau and Hamel of directors. board the donor’s but by T, demics at U of school at the from discourage researchers might this that or making statements - require They also point to an annual the donor. to findings unfavourable producing “to discuss of directors board a report and meet with the donor’s ment to submit 2009: Toronto (University of of the School” and initiatives activities the programs, Guiding Principles that (2012) suggests CAUT’s for Collaborations University 10). - to be adjudi outcomes research on subsequent funding should not be contingent lack as donors the academic expertise necessary for adjudicat- the donor, cated by The guideline stipulates: length. at arm’s need to remain and ing academic work, committee andany effective of must have “[u]niversitycontrol academic staff clear part as conducted col- the of research finallyand approves selects, reviews, that 2). 2012: (CAUT laboration” serve adjudica would of a private foundation that unusual is source a it as Certainly, “[t]he university has been characterized As Harris notes, fortion academic work. 422). (2005: self-regulation” and professional autonomy its institutional by and it might strengthen results: can different two have adjudication of research and it may profitability in terms of outcomes, of direct of research extend programs and positive of pursuit that might have avenues also curtail assumed non-profitable adjudica- In either case, to the public good. in relation outcomes unpredictable yet private corpo foundations or - such external non-academics as think tanks, by tion can of directors be seen to undermine self-governance the collective rate boards the scholarliness as criteria be based on no longer would and of the university, desir or good considers judge external the whatever on but originality work, of but ideological criteria of excellence. “meaningless” able—Reading’s whichare reviews, these of structure specified arise the about questions Further Toronto (University of Review of the School” “Blue-Ribbon Panel a said to involve construct to works areflects and capitalist both The term “blue-ribbon” 8). 2009: Western, corporate for-profit private-ownership derivesthat model elitist, from

Topia 28_Jeppesan 28_Jeppesan Topia TOPIA 28 100 TOPIA 28 101

- - ensive mpreh co a e k Page 101 Page r to underta o Don the with s agree 16:01:41 to address social inequities. Rather, its own website asserts website own its Rather, inequities. social address to not 2012 07 Nov that “to become global leaders, students need not only the core functional disci functional only core the not need students leaders, global become “to that patriarchal, heterosexual, white-dominated traditions. This panel will be made up panel willThis be made traditions. white-dominated heterosexual, patriarchal, of elite adjudicators from“the very the very but also best public comparators best whether the school who will is achieving to judge then be asked private institutions” and interna- “to achieve preeminence excellence at a level of national its objective: discussed as Excellence, “G”). Schedule 2009: Toronto (University of renown” tional for a specificword meaning—it is a code has a specific type of achievement above, MoA to in the is nothing explicit There the neoliberalassociated with paradigm. given assurances are In fact, is unwelcome. research that counter-hegemonic say the ideological system expressed Yet that academic freedom will be respected. institutions and recognized already the elite, the values objectives school’s the in (University University’s” the than larger much resources and “endowments with parttellingthe Also assurancethe is on the of “G”). Schedule 2009: Toronto of Given university fees that tuition forthe new will program be deregulated. Masters only funding—not in new from but generous the Munk Foundation the school’s funds diverted from the university seem funds—it would and matching provincial not a financial necessity fees are but a materialthat the deregulated of the marker barriera and entryto for fromstudents status, elite socioeconomic lower school’s classes. The blue-ribbon the Munk aspect of School Affairs betrayspredeter- of Global its orientationmined deep understanding of the broader but also a schools offer, plines that professional (Munk School of Global of global society it” that shape forces architecture and the Munk the attend who Students School Global of Masters the in 2011). Affairs “the who understand “global leaders” to be being groomed are Affairs program they will study the rich and powerful society—in other words, that shape” forces of But the question to carvein order those ranks. among position their own out lead our that sense general a is there when interrogation, bears itself leadership from too far away takes place that decision-making failed us and ers have those are followers; there presumes that also of leadership concept The it affects. whom and thus serves to a priori are social positions, that we in non-equal it presumes at the Munk School Researchers studying global governance inequities. re-entrench equal- in assist not does protection this but freedom, academic by protected are the freedom have izing hiring or guaranteeing practices that researchers to engage The risk is profit. for ratherin radical for the public good than commercial work - not acces and is that shuts out dissenting voices that it will an institution become challenges that status the facultyto sible marginalizedin research doing groups because the criteria faculty students include used to hire and admit not only quo, academic merit credentials. but also elite leadership Munk the as rebranding Centre Munk the of the to related are aspirations These MoA specifically notes that donation’s The Munk School for Affairs. Global “[t]he University and covenants 28_Jeppesan Topia

Page 102 Page School” (University of Toronto 2009: 2009: Toronto (University of School” the 16:01:41 2012 07 Nov sticated branding strategy for 7), a strategy that includes a new “visual identity,” accreditation by an elite group elite group an by accreditation a strategyincludes“visual that a new identity,” 7), a and Schools Affairs, in International called of Professional Association the of the goal with advertising campaign“[t]argeted markets” in selected global (Uni- “the highest quality students in a globally marketplace” attracting competitive This kind of branding strategy is not new, “F”). Schedule 2009: Toronto versity of corporatizationthe growing reveals it nonetheless but Harrisas out, has pointed with a decliningcollabora on emphasis - of the university, nature and competitive What is new is that the donor education. and accessible good the public tions, contributing visual image input to the both by the rebranding, will in involved be (7) to evaluate the tracking” “media developed participating (8) and use of in the the school. of “impact and reputation” additional possible the losing of yearly threat the and evaluations school’s The and cur- fifteenresearch of its donation that mean practice in dollars million may of the riculum will with the neoliberal be aligned and preconceptions ideologies of academics and administrators “under the sole authority” despite its being donor, The Munk overall the of structure and stated mission School, university. the within ratherquestion, than and teaching that reinforce, research orients it toward then, Scholars gets complicated. it This is where ideologies and methodologies. dominant as academic freedom, by protected are like all scholars, with neoliberalism, in accord The deep-seated policy notes that neutrality (2011). CAUT’s is not a requirement research neoliberalinform well bias obviousin the MoA may hiringdecisions, also appropriate given curriculum models, and governance development programs, This is not to assert that all individual scholars the right freedom. to academic in or the think tank housed the school, in the ideology share would of the donor, a structure the school with its activities and but that the MoA gives their building, academic does not assure freedom then, In the end, specific ideological content. equal access all and international students will have Canadian for example, that, will evolve from a range of ideologies and research a to education at the School, will and recognition awards chairs, research funding, or research diversity of faculty, (dis)ability gender and orientation, sexual class, allocatedbe race, equitably across academic cannot freedom suggested, have others and Giroux Thobani, As lines. inequities in these practices. or correct, for, entirely account freedom and Academic disengaged a as academic of the a perception on rests queer disability, Feminist, who has ample time to sit and reflect. person objective academics that it is incumbent upon suggested long and anti-racist scholars have and pedagogical strategies applicable- to make research to a diversity reali of lived of marginalized specifically, service at the put our work to and ties society—and, of This claim claimingthan communities—rather impossiblyan neutrality. objective - of excel or the concepts of a blue-ribbon like the notion review panel, to neutrality, it tacitly supports the dominant ideological is in fact in itself: lence and leadership, and sophi

Topia 28_Jeppesan 28_Jeppesan Topia TOPIA 28 102 TOPIA 28 103 Page 103 Page including mining controversial 3 16:01:41 2012 07 Nov practices that have involved documented human rights abuses in the global South. documented human rights involved global South. abuses in the practices that have of take note researchers and their demanding that universities These students are unethicalpractices that funders’ moreover, and, from, their funding comes where Hearn (2010) Similarly, (Chernos 2011). a donation for refusing should be grounds new university’s the to University Trent at students some of resistance the that notes whichincluded both vocal critiques and billboard and costly branding campaign, used a diversity of tactics. modification (216), 2011, April T organizedon 7, a protest Peter Munk out of U of The student group for council (the body responsible governing outside a meeting of the university’s which in Noam protest the Munk Foundation)—a MoA with the signed having the these student-led actions, with Along participatedChomsky (Chernos 2011). a volunteer-run watchdog grassroots organiza- Barrick, Protest group global activist (protestbarrick.net) hosts a website a newsfeed that provides issues related on tion, (solidariInjustice Mining - group, Another Barrickto operations. mining Gold injustices on conferences regular organizing scope, in broader is tyresponse.net), perpetrated and bringing who campaign mining companies activists against by in the global South mining companies audiences. Canadian to speak to Canadian we By shifting focus to the global Southof universityethics the and funders, see that academic freedom Barrick the way - does little to address has used pres past sev the - For and privileged claims power its advantage. to to knowledge tige, Barrick the against lawsuit a in plaintiff the as involved been has Gold eralyears, Alain Quebec Abadie, publisher Éditions Écosociété and the authors Delphine William Deneault and Canada: Sacher Noir for in the book alleged defamation corruption As the website Afrique en criminalité et Pillage, Speech at Risk nd). (Free the author and his collaborators “[i]n writing their book, at Risk notes, Speech Free (suchNGOs Humanas reports the respected of sources, UN and government used (Free the writings and of broadly recognized specialists in this area” Watch), Rights In Canada, most of the privileges freedom of academic to cover not understood are In Canada, to contesting approach taken a different have and so student activists students, by ethics and accountability the questioning of the donation the Munk donation, corporation Barrick Gold analyzing Munk’s the corporate undertakings of Peter (explicitly recognized in the MoA), Corporation, Munk Donation Human Rights and the ideology, although it hides its ideological position by not explicitly addressing it, it, explicitlynot addressing ideologicalits it hides although by position ideology, the undemocratic quo. of the status hierarchies and concealing reinforcing thereby whether faculty is not The question guaranteed should be and graduate students rather, academic by offered the protections course they should—but, freedom—of or research- students whether the principle freedom of academic all faculty, protects equally. directors centre 28_Jeppesan Topia Page 104 Page 16:01:41 2012 07 Nov . In 2009, researchers at the Norwegian researchers University of Life Sciences In 2009, Canada. Noir Speech at Risk nd). Perhaps Peter Munk does not find such research to be blue- to be research such Munk does not find Peter Perhaps Speech at Risk nd). should Munk lawsuit, in an anti-academic engaged non-academic but as a ribbon, The lawsuit also whether calls into question determination. in this not be involved of determination academic particularneutral, this a not make or to able is donor progress. School’s the Munk following an out-of-court of the Écosociété strategic settlement lawsuit In 2010, BarrickVancouver warning sent a legal to against public participation (SLAPP), Canada translating into English on Noir which is working Talonbooks, publisher in support signed a petition 480 academics have of date, To (CBC News 2010). calling for laws and tougher anti-SLAPP and the authors, Éditions Écosociété of academic freedommobilizing the discourse Speech at Risk in their defense (Free of academic freedom the discourse to only further would give protection Yet nd). party that one the essence of a SLAPP suit is whereby suits, academics in SLAPP meaning that they can than the other, resources has disproportionately greater A wholesale unlikely to launchsuit that they theyafford a on merit. know are to win but academic freedom cannot. alone this issue, legal restructuring address might findings similar to those of the authors discovered have Otherresearchers global of Tanzania, Universitythe at and Salaamin es mine Dar of Barrick studied Gold’s analyzing spill a 2009 of from impact the cyanide containing dam and tailing a Kweyunga (Almas, and finding significantcontamination chemicals, other toxic to the report liv- alleged that people response Barrick Gold’s 1). 2009: and Manoko been stealing lining material had from area ing in the surrounding the tailing dam Barrick blamed also materialto use as roofing (Barrick Gold Corporation 2009). for- the contamina in the area “impure fertilizers” phosphate and mining” “artisanal to protect ways its failure in many blaming (Barricktion Gold Corporation 2009), Barrick cooperation the to pointed Moreover, local inhabitants. on environment the of local authorities of the mine as indication and high-level approval of support for - rebut the meritsjudge to of Barrick’s a position not in are Although we its work. we can note contamination, complaints of and other tal to the scientific findings met with a were the academics involved while free to undertake their study, that, addition In primitive as portrait backward. and a on region the of rests that response Barrick drew heavilyon its credibility as a to disputing the science of the findings, in partnership working with local company authorities. Western successful the accords that only in a neoliberal environment work These kinds of tactics the hierarchically based on - intersect unequally, actors credible status of rational, education, ing identities of the various of global location, axes stakeholders along see we Here, property/corporateand gender. ownership race, political position, corporate from leaders for Barrick the global North the who work Gold invoking destruc- complicity of the political global South in the leaders to justify Barrick’s localon blame in lower members community placing by of the environment, tion

Topia 28_Jeppesan 28_Jeppesan Topia TOPIA 28 104 TOPIA 28 105 Page 105 Page 16:01:41 2012 07 Nov socioeconomic positions in the global South—the very people, in fact, who will in fact, South—the the global in positions verysocioeconomic people, positions This contamination. environmental the by affected negatively most be local axes—by two as intersectionally members these community along oppressed through mining companies Western by and povertythrough leaders or social class, neocolonialism. Amnestyreport by a detailed International Analyzing global location, a different Mine Porgera Barrick localevidence evictions police around of forced by Gold’s Porgera the on was represented PJV, subsidiary, Barrick’s New Guinea. Papua in District Law at the time of the evictions (Amnesty and Order Committee Inter- “illegal of the problem was on A major focus of this committee 13). 2010: national - to the accusa PJV responded PJV’s within people residing lease (13). by mining” of (9) “temporarybeen had shacks” homes countering destroyed that the by tions in A photograph (7). for migrated work area or people who had to the “in-migrants” “solidlyconstructeddwelling” traditional Amnestythe a report International shows had was not whether homes The matter of dispute thatch and (7). of mud made solidly were but whether those homes constructed enough PJV, by been destroyed for the account to fails that argument an fordestructiontheir important, be to accusations Again, in the homes. of this destructionwho lived the people impact on were operations of human rights against localby Barrick’s violations people affected local and by credibility and recognition Barrick’s that drew on met with a response authorities of neoliberal aligned at the intersection capitalism authorities, national more conditions—once with Barrick socioeconomic Gold against those in lower capitalism) people experienced by (neocolonialism, the double oppression revealing living in the mine area. been serious perpe have have charges that Barrick- there employees In addition, New Guinea (Human in Papua near its mines trated gang rapes in communities that Barrick Munk has argued Peter In their defense, 46-47). 2011: Watch Rights he sug- Furthermore, allof employees. its forthe actions cannot be responsible 2011). (Posner “where gang rape is a cultural habit” that this was in an area gested in North America (see, habit” “cultural rapegang One might argue that also a is but it is still both illegal widely and considered 2007), Jhally 1994; for example, discourse has the effect the of blaming Munk’s Moreover, morally reprehensible. ratherthe than for the gang rapes, is then held responsible victim whose culture scholars and by to research responses and Munk’s Barrick’s alleged perpetrators. - human rights serve“civi groups to construct local as existing outside a residents cultures, environments, jobs, experiences, in which actions, their own system, lized” this is Thobani argues, As importance and bodies might have homes and agency. which Oth- subject, a typicalWestern as the subject constructionthe universal of the gang and excludes Moreover, disempowers those from the global South. ers, Southglobal the in intersectionally are women rapehow demonstrates incident capitalism and patriarchy. axes—colonialism, three along oppressed 28_Jeppesan Topia Page 106 Page 16:01:41 2012 07 Nov he Future of the University: Anti-Authoritarian Frameworks of the University: Anti-Authoritarian The Future what the aim of a a stance on to these issues means taking a solution Proposing Underlying of academic freedom the discourse university should be. of is the goal the through democratizing society individuals and communities empowering by universitythe of ide- these takes notion that a propose We sharingknowledge. of to diminish the hierarchical that might otherwise structures of power als further, them insufficient. or render academic freedomundercut and human rights, that the role from an anti-authoritarian perspective, (1994) argues, Chomsky Noam free not accumulation human beings whose values were “produce of education is to but rather freeand domination terms on of equality association and sharing and In the (2). participating goals” equal terms to achieve on common cooperation, sites not yet saw the university of the last institutional Chomsky as one mid-1990s, the just emphasized not He (7–8). capitalist means corporations run or by by owned but also the importance of educational such values as non- freedom of academics, cooperation equality (rather than hierarchies), and non-domination, accumulation and knowledge aid (rather than resource and mutual (rather than competition) to the collectively- These values should be inherent imagined univer sequestering). values that might these are Moreover, sity that academic freedom seeks to protect. and profoundly to be challenged more universities, if neoliberalismemerge were by simply academic freedom beyond protecting could move to correcting in Canada for example, In Quebec, system. in the current for inequities inherent intersectional struggle and climbinghikes tuition against prolonged a stu- in action took students which of austerity they see as a result and the neoliberalization measures dent debt, Their struggle are organizing using thus far as they has been effective of education. 2012). models (Kruzynski consensus-building et al. grassroots, anti-authoritarian, This is a racialized, gendered, neocolonial approach by Western corporate leaders by approach neocolonial gendered, This is a racialized, of hierarchies on that depend relationships neocolonial in globalized neoliberal, systemi to apply Human rights- are presumed to Canadians and exclusion. access status callysocioeconomic of lower groups in racialized denied those gendered and freedom academic can denied be Similarly, mining presence. Barrick’s through in neoliberal lower-class and university groups gendered individuals in racialized, on similarly depended structured for example, Thobani, to The threats contexts. but also class and gender, and exclusion race, hierarchies of access just on based not Human rights and academic free- status and age. institutional global location, on crucial are rights under attackdom in the neoliberalization that are of global capital these rights have shown, have as we the same time, At universities. and of Canadian hierarchically This systemic, historically and not to others. to some been awarded and intersectionallyimportant determined to access unequal rights is precisely what donation. is illuminated Foundation’s and what is at stake in the Munk

Topia 28_Jeppesan 28_Jeppesan Topia TOPIA 28 106 TOPIA 28 107 - Page 107 Page 16:01:41 2012 07 Nov How can hierarchies of exclusion of the working class, women, people of colour, people of colour, women, canHow class, of exclusion hierarchies of the working the global South and people in people with disabilities challenged? be queer people, in the university make it use- disseminated to be produced can How knowledge social by production can knowledge how grassroots conversely, and, ful to society, in our for and marginalizedmovements and acknowledged be accounted groups these questions address several that innovations today are There academic work? radical being incorporated either are practices in educational into settings whereby all or new emerging, universities experimentalexisting are forms universities of of the production in and through with the aim of horizontalizing relations power reorient higher education toward we discuss here examples The three knowledge. partiallyleast at students, and anti-authoritarian teachers between relationships demanding force been a powerful students have above, seen have as we because, which upon they better embody the ideals claimthat universities to be founded. other American among liberal arts Washington, University in Olympia, Evergreen The faculty student grading. status and hierarchies: has eliminated two colleges, whereby a horizontalhierarchical by professoriate one, structure has been replaced of equal status whose professors as visiting or regular either hired are professors grades; Students not awarded are not hierarchical. functional, are designations evaluation system uses a qualitative the co-production based on Evergreen rather, which outlines the student in collaboration with the professor, of a document by the distinct, While this strikes certain down hierarchies, progress. the student’s the as are hierarchically faculty still of students and preserved, separate roles are and so on. funding relationships hierarchies, administrative called university co-operative started, has workers’ new a non-profit U.K., the In “[t]he as well: these hierarchies It addresses Lincoln. the Social Science Centre, non-hierarchical principles with all students and democratic, on is managed Centre All classes will operates.… the Centre in how staff having an equal involvement so as to include the experience and knowledge be participative and collaborative, Lincoln). (Social Science Centre, of the student as an intrinsic part of the course” participateUndergraduate and graduate students - in designing courses in conjunc collabora in projects research own their on working as well as professors, with tion houses a project called also The centre as Student with established academics. tion creativity driven by of knowledge that emphasizes student co-production Producer reflects This to pedagogical practice. research and attempts to reconnect and desire, and students, professors among of knowledge of the co-production the notion which challengesacademic to the hierarchies that affectaccess - and over freedom and owns who creates, and turns about who has pedagogical assumptions power the Social importantly, More is expected to organize knowledge. and disseminate organized and financially is workers’ Lincoln a as autonomous Science Centre, or presidents—going deans, chairs, co-op—a horizontal with no bosses, workplace yet While Lincoln does not the flat professoriate structure of Evergreen. beyond 28_Jeppesan Topia Page 108 Page 16:01:41 2012 07 Nov Activists engaged with issues such as mining justice, the Munk donation and the the Munk donation with issues such engaged as mining justice, Activists freedomacademic exercising radicalof development are pedagogical spaces the on outside of knowledge topic of global neoliberal systems the co-production through the through In other words, both in theory and practice. classroom, the sanctioned just not involves production knowledge learning, of radical of sites development teaching and but also the experiencecontent of libratory of learning, processes These anti-authoritarian forms and struc - and governance. engaging in research reconsidering when account into taken be may production knowledge of tures Conclusion officially grant university degrees, it does give students an education certificate it does give and officially universitygrant degrees, transcript. qualitative a complex with explicitly example is a third anti-authoritarian struc- Toronto in AnarchistU of radically source been a long-standing has - tradition autono The anarchist tures. started Modern or the School 2005), (Avrich Ferrer School, The mous education. academic freedom emphasizing a different form—the of City in 1911, York in New freedomrather than being structured pursue their interests students to of young Pedagogies learnand disciplined to specific subjects such as grammar and math. as a as well free and curiosity, association encouraging self-reliance, based on were to abolish authoritarianism educationaldesire through alternatives and to explore the site in recent has been Toronto this tradition, Following libratory practices. which started on or AnarchistU, University, Free Anarchist Toronto of the years the “to understand explains: member One group U 2005). 2003 (Anarchist 1, June ‘free not as in ‘free as in speech,’ ‘free’ think of should you ‘free of school’ concept develops AnarchistU Centre, Similar Lincoln the to 2011). U (Anarchist beer’” often taking place and the classes participatory, themselves are classescollectively, - pro a collective-consensus through made are Decisions living room. in someone’s buildings or roles. no formal are or informal and there hierarchical structures, cess, political and cultural system, Despite being embedded in a capitalist economic, be considered and AnarchistU—might Lincoln Centre initiatives—the these two prefiguring as both are run with no need for profit, or post-capitalist, prefigurative if egalitarian university like in the future ideals what a degree-granting might look Both profoundly challenge the could be better integrated into university practices. or commodity of student as product the notion hierarchical university structure, other underlyingand many - pro about knowledge assumptions and interrelated funding and expertise the authoritarian based on duction structures of ownership, While radical they departures present from in neoliberal our current universities. ways they also suggest that academics can understanding of higher education, academic freedom beyond move in their defense of the university against neolib- structures that assist this process. the power address and instead eral restructuring,

Topia 28_Jeppesan 28_Jeppesan Topia TOPIA 28 108 TOPIA 28 109 Page 109 Page 16:01:41 2012 07 Nov Acknowledgements - which pro grateful to The authors are Social Council, Sciences and Humanities Research vided financial support for this project. Notes Kavanagh and Mattson Johnson, 2008; Donoghue 2001; Aronowitz for example, See, 1. Tuch- Slaughter and Newson and Buchbinder 1988; 1999; Leslie Newfield 2008; 2003; 2006. Washburn and man 2009; the cases of David Graeber at for example, see, and promotion, On denial of tenure 2. Smith University (Epstein 2005) and Andrea at the University of Michigan at Yale Toronto see Nancy Olivieri at the University of On legal threats, ArborAnn (Lai 2008). Thobani at see the case of Sunera threats, On death 2001). and Downie Baird (Thompson, see the case dismissal, regarding and, the University of British Columbia (Thobani 2008), of Denis Rancourt 2010). Charlatan at the University of Ottawa (Bailey 2010; recognizes“The University the past support continuing leadership reads: and The MoA 3. and others associ- Barrick Gold Corporation, the Donor, Melanie Munk, Munk, of Peter 2). 2009: Toronto (University of Munk” ated with Peter References of Investigation 2009. Manoko. K. L. and Mkabwa Charles Kweyunga R., Asgeir Almas, Vicinity in the “Geita Gold of SedimentsWaters and in Soil, Metal Concentrations Trace contemporary structures of academic governance, research and education and - Can in research contemporarygovernance, structuresacademic of is the university “to whom such can as questions we see how In this light, ada. to more way give must freedom?” academic “how protect do we and accountable?” hierarchicalare university How in denying structures complicit questions. profound freedomacademic structures oppressive these are to marginalized How groups? Southcorporateglobal in the in rightshuman deny that to relationships mirrored to restructured in order be genders? How can universities classes and specific races, de-link them from neoliberal dependence on corporate their funding and capitalist of intrinsically the replication dependent on which are hierarchical and economies, social relationships? oppressive colonialist, analysisintersectional An authoritarianof complex the of (capitalist, interven governance in donor at work - social relationships patriarchal and so on) practices in the global South—bothT and mining Peter to connected at U of tions as CEO of Barrick and his position his foundation through Gold—reveals Munk, of academic freedomthe limits of discourses and human rights in a neoliberal age; to the challenge remains freedomswhile crucial some in protecting and rights, just not freedom all to people, academic that accessible ensure rights are human and Only then can hope to we lives. in our actual but in practice, paper or as concepts, on equality struggles. of our collective lived of so many that is the goal achieve the real, 28_Jeppesan Topia . Page 110 Page 16:01:41 2012 07 Nov http:// www IPM-Report. Tanzania. West in North “North Mara Gold Mine” and Mine” . .protestbarrick.net/downloads/FinalTanzania-2.pdf Nancy Olivieri Dr. 2010. American of Science. for the Advancement Association EurekAlert!. Award. and Responsibility Freedom AAAS Scientific the 2009 Receives http://www.eurekalert.org/pub_releases/2010-02/aaft-dno021210.php. 15 February. and Academic Freedom 1915 Declaration Academic on of Principles 1915. AAUP. http://www.aaup.org/AAUP/pubsres/policydocs/contents/1915.htm. Tenure. with Tenure and Freedom 1940 Statement Academic on of Principles 1940. AAUP. http://www.aaup.org/AAUP/pubsres/policydocs/ Comments. 1970 Interpretive contents/1940statement.htm. Brutality Evictions and Police Forced Undermining Rights: 2010. Amnesty International. http://www.amnesty.org/en/library/ New Guinea. Papua Mine, Gold around the Porgera info/ASA34/001/2010/en. http://anarchistu.org/ University 1 June 2003. Meeting Free Anarchist 2005. U. Anarchist . Anarchistu/MinutesFrom2003June1 http://anarchistu.org/Anarchistu/AnarchistU U. Anarchist 2011. ———. and University Dismantling the Corporate Factory: The Knowledge 2001. Stanley. Aronowitz, Press. Beacon Boston: Learning Higher . True Creating AK An History of Oral Anarchism in America. Oakland: Voices: Anarchist 2005. Paul. Avrich, Press. “Covert University Surveillance,” of Ottawa Accuses of Ex-Prof 2010. Charlotte. Bailey, http://cupwire.hotink.net/articles/24602. 19. August Fulcrum, The That Allegations to Response 2009. Barrick Corporation’s Gold Barrick Gold Corporation. Sources in the Mara Water fromLeakage Mine has Contaminated Gold Mara the North http://198.170.85.29/Barrick-Gold with Arsenic and Other Metals. Tanzania District of . -response-re-alleged-water-contamination-in-Tanzania-15-Dec-2009.pdf Surveillance http://www.charlatan.ca/2010/10/surveillance Saga Settled. 2010. . Charlatan -saga-settled/. http://www.cbc 12. May Barrick to BlockMoves Gold Mining Book, 2010. CBC News. .ca/news/canada/british-columbia/story/2010/05/12/barrick-gold-mining-book.html. Intersectionality and Women, Introduction: 2010. Sirma Denis. and Ann Bilge, 1–8. Journal Studies 31(1): of Intercultural Diasporas. Kruzynski Anna 2012. Rachel and Sandra Sarrasin. Jeppesen, Emilie, Breton, Antiauthoritarian The Influence of Self-Governance and Prefigurative Self-Organization: Building In Organize! Radical Queer in Quebec. Networks and Antiracist (Pro)Feminist, and Eric Shragge, Jill Hanley, Aziz Choudry, edited by from for the Local Justice, Global PM Press. Oakland: 156–73. Maidenhead, Academic and Researchers. Research 2009. eds. and Lisa Lucas, Angela Brew, McGraw-Hill. NY: New York: and the Subversion of. Identity Feminism Trouble: Gender 1990. Judith. Butler, Routledge. Video Turn Conference. Anarchist The Queer Anarchism. 2011. Judith. Butler, . http://blip.tv/adcs/tac-judithbutler-5202151 proceedings.

Topia 28_Jeppesan 28_Jeppesan Topia TOPIA 28 110 TOPIA 28 111 Page 111 Page 16:01:41 2012 07 Nov Byrne, Richard. 2008. Scholars See Need to Redefine and Protect Academic Freedom. Freedom. Academic ScholarsProtect See and to Redefine Need 2008. Richard. Byrne, http://chronicle.com/paper/Scholars-See-Need 2. Chronicle of Education, Higher -to-Redefine/661. http:// CAUT48(5). Bulletin Toronto. at in Jeopardy Freedom Academic 2001. CAUT. www.cautbulletin.ca/en_article.asp?SectionID=675&SectionName=News&VolID=176& VolumeName=No%205&VolumeStartDate=5/1/2001&EditionID=20&EditionName= . Vol%2048&EditionStartDate=1/1/2001&ArticleID=1715 http://www.caut.ca/pages Statement Freedom. Academic on Policy 2011. CAUT. . .asp?lang=1&page=247 http://www.caut.ca/pages Guiding for University Principles Collaboration. 2012. CAUT. . .asp?page=18 http://www April 8. NOW Magazine, Munk, versus Chomsky 2011. Saul. Chernos, . .nowtoronto.com/daily/news/story.cfm?content=180078 Loyola University, Mellon Lecture, Democracy and Education. 1994. Noam. Chomsky, Chicago. the of Fate and the University The Corporate The Last Professors: 2008. Frank. Donoghue, UP. Fordham York: New . Humanities MA: Cambridge, . Resurgent Capital 2004. Lévy. and Dominique Gérard Duménil, Harvard University Press. of The Association What Did Structural Adjust?: Adjustment 2005. William. Easterly, Journal of Loans. Bank Adjustment World with Repeated IMF and and Growth Policies 1–22. Economics 76(1): Development corruption Pillage, anniversary Canada: of Noir First 2010. Team. Éditions Écosociété http://www.dominionpaper.ca/ en Afriqueet criminalité 23 April. , The Dominion, weblogs/%5Buser%5D/2624. http://www.insidehighered 18 May. Ed, Inside Higher Early Exit, 2005. David. Epstein, .com/news/2005/05/18/yale. Principles of American the Common Good: For 2009. and Robert Post. W. Matthew Finkin, University Press. Yale New Haven: . Academic Freedom and of Expression Freedom against Threats Petition: Academic nd. Speech at Risk. Free http://www.freespeechatrisk.ca/academic Companies. Canadian by Freedom Academic . -petition/ of Higher and the Promise Corporate Culture, Neoliberalism, 2009. Henry A. Giroux, Harvard Educational Review The University as a Democratic Public Sphere. Education: 425–64. 72(4): The Case of the Munk Perils of Philanthropy: The 2011. Valleau. and John Paul Hamel, http:// 2 September. Magazine, Toronto The University of White: The Blue and School, . theblueandwhite.ca/article/2011/02/09/00/00/10/the-perils-of-philanthropy.html in Teaching Times. Identities in Neo-Liberal Rethinking Academic 2005. Suzy. Harris, 421–33. EducationHigher 10(4): Oxford London: University Press. A Brief. History of Neoliberalism 2007. David. Harvey, Toronto Protest, in Convocation T Graduate Refuses Degree U of 2012. Valerie. Hauch, http://www.thestar.com/news/article/1211711--u-of-t-graduate-refuses 14 June. , Star -degree-in-convocation-protest. 28_Jeppesan Topia Page 112 Page . 16:01:41 2012 07 Nov . 2nd ed. Boston: South End. Boston: 2nd ed. . Center to From Margin Theory: Feminist 2000. bell. hooks, South End. Boston: . and Feminism Women Black Woman: I a Ain’t (1984). 2007 ———. University of Toronto: A History. in Canada: Academic Freedom 1999. Michiel. Horn, Press. Toronto New Rights Impacts of Papua Human Gold’s Dividend: Costly 2011. Watch. Human Rights Watch. Human Rights United States Mine. Gold of America: Porgera Guinea’s Multidimensionality, Intersectionality, Identity Crisis: 2000. Lenard. Darren Hutchinson, Journal of Race Michigan Theory of Subordination. an Adequate of and the Development 285. & Law 6: DVD/Streaming. Video Sex & Power in Music . Dreamworlds Desire, 3: 2007. Sut. Jhally, Education Media Foundation. MA: Northampton, Sut by Jhally. Directed Media MA: Northampton, DVD/Streaming. 1994. Backlash. The Date Rape ———. Education Foundation. This Steal The University: 2003. Kavanagh and Kevin Patrick Mattson. Benjamin, Johnson, Psychology York: New and the Academic Movement. University Labor Rise of the Corporate Press. Start with It Didn’t 2012. Rachel Sarrasin and Sandra Jeppesen. Anna, Kruzynski, Anti-authoritarian of Persistence The the Student End with Strike! Won’t and It Occupy, http://wi.mobilities.ca/it-didnt Journal Wi: of Mobile Media June. in Quebec. Politics -start-with-occupy-and-it-wont-end-with-the-student-strike-the-persistence-of-anti -authoritarian-politics-in-quebec/. Students Sent Letter Dean Alleging to LSA than 30 Faculty, More 2008. Elizabeth. Lai, http://www.michigandaily.com/ 6 March. Daily, The Michigan of Discrimination, Pattern content/more-30-faculty-students-sent-letter-lsa-dean-alleging-pattern-discrimination. Confronting Crisis of Interest in Medical the Conflict Research. 2004. Trudo. Lemmens, 19–40. Rev 23(4): Monash Bioeth Guilty; Goldcorp Human Rights Found 2012. Mining Injustice Solidarity Network. http://solidarityresponse.net. Contamination. Environmental Health Harms, Violations, Will University and CIGI Law Agreement Proceed, Not York 2012. Patrick. Monahan, 2 April. http://yfile.news.yorku.ca/2012/04/02/york-university-and-cigi YFile, . -international-law-agreement-will-not-proceed/ World Has Changed. The Join the Conversation. 2011. Munk School of Global Affairs. . http://www.munkschool.utoronto.ca/mga/ on the Assault Forty-Year The Unmaking the Public University: 2008. Christopher. Newfield, Harvard University MA: Press. Cambridge, Middle Class. Means Business: The University 1988. Buchbinder. Janice and Howard Newson, Garamond. Toronto: . Work and Academic Corporations Universities, of Interest: and Conflicts Scientific Integrity, Freedom, Academic 2005. Nancy. Olivieri, 5–9. 3(2): Hypothesis Lessons Learned fromToronto. the University of Heckert, Jamie. 2011. On Anarchism: An Interview with Judith Butler. In Anarchism Interview An On Anarchism: with Judith Butler. 2011. Jamie. Heckert, Jamie Heckert edited by and Richard and Power, Relationships Ethics, & Sexuality: http://essex.academia.edu/JamieHeckert/Books/919217/ Routledge. London: Cleminson. On_Anarchism_An_Interview_with_Judith_Butler

Topia 28_Jeppesan 28_Jeppesan Topia TOPIA 28 112 TOPIA 28 113 . Page 113 Page . 16:01:41 2012 07 Nov Thobani, Sunera. 2001. Speech presented at the Women’s Resistance: From From Victimization Resistance: Women’s at the Speech presented 2001. Sunera. Thobani, http://www.casac.ca/node/129. 1 October. Ottawa, to Criminalization conference, Feminism in Anti-Racist on Assault The Academic Exercise: No 2008. Sunera. Thobani, R.A.C.E.link 4–7. Spring: Terror. of the Age The The Olivieri Report: 2001. Patricia and Jocelyn Baird Downie. Jon, Thompson, of of Inquiry the Report the Independent the Canadian by Commissioned Text Complete James Lorimer & Co. Toronto: . Teachers Association of University University of Chicago: . University Inside the Corporate U: Wannabe 2009. Gaye. Tuchman, Chicago Press. and the Peter Between Memorandum of Agreement 2009. Toronto. University of and the Governing Council of the University of Melanie Munk Charitable Foundation http://individual.utoronto.ca/paul_hamel/Documents/Documents_Page.html. Toronto. Tank over Think Balsillie-funded by to Pressure Bowed Universities 2012. Michael. Valpy, http://m.theglobeandmail 22 February. and Mail , Globe Report Says, Freedom, Academic .com/incoming/universities-bowed-to-pressure-by-balsillie-funded-think-tank-over -academic-freedom-report-says/article548259/?service=mobile http://michaelvipperman Why I Must Refuse My Degree. 2012. Michael. Vipperman, . .wordpress.com/2012/06/14/why-i-must-refuse-my-degree/ CorruptionThe Corporate ofHigher Education . Inc: University, 2006. Jennifer. Washburn, Basic Books. York: New Palley, Thomas I. 2004. From Keynesianism to Neoliberalism: in Paradigms Shifting KeynesianismNeoliberalism: to From 2004. I. Thomas Palley, http://www.thomaspalley.com/?page 3. Report Special in Focus Policy Foreign Economics. _id=12. 59(5): CAUT. Bulletin as Economics. Disguised of Politics A Budget 2012. Wayne. Peters, A3. Journal European of Intersectionality. 2006. et al. Pattynama Pamela Ann, Phoenix, 187–92. Studies 13(3): Women’s The Worthy,” But Other More Causes Are “I Love My Children. 2011. Michael. Posner, 19 February. and Mail, Globe http://protestbarrick.net. Home. Barrick. Protest Harvard University MA: Press. Cambridge, in The University . Ruins 1996. Bill. Readings, UniversityMinnesota Press. of Methodology of the Oppressed. 2000. Chela. Sandoval, and the Policies, Politics, Academic Capitalism: 1999. Leslie. Sheila and Larry L. Slaughter, University Hopkins Press. Johns Baltimore: Entrepreneurial. University http://socialscience Lincoln. The Social Science Centre, Lincoln. Social Science Centre, . centre.org.uk/ Marilyn Mooibroek, Martin Frasch, Crawley, Angela McKee, Trevor Marianne, Stanford, From Crisis in Canada: A Postdoctoral 2008. Olivier Roderick. Chambenoit and Carol http://sites.google.com/ paper. Position Lot.” “Parking to the Academic Tower” “Ivorythe site/canadapostdoc/Home/CAPSSurvey2009Final.pdf 28_Jeppesan Topia