Abstract

Academic freedomAcademic freedom is the cornerstone of scholarly enterprises and is essential for maintaining the quality of academic work (Hayes, 2009). Although there are various definitions (see Stachowiak-Kudła, et al., 2023), the one provided by the United Nations Educational, Scientific and Cultural Organisation (UNESCOUNESCO (1997) Recommendation, 1997) is widelyUNESCO (1997) RecommendationAcademic freedom; Higher education accepted. Following this definition, this chapter defines academic freedomAcademic freedom as the freedom of teaching and discussion, freedom in conducting research and disseminating and publishing the results, freedom to express opinions about one’s institution, freedom from institutional censorship, and freedom to participate in professional or representative academic bodies. Ideally, academic freedomAcademic freedom is governed by independent scholars and institutes (UNESCOUNESCO (1997) Recommendation, 1997). In practice, however, it encompasses and influenced by various discourses, such as management approaches by institutional leadership, themes prioritised by fundingFunding schemes, and the intersection of national security and research. Consequently, the practice of academic freedomAcademic freedom is complex and challenging (O’Neil, 2008). Moreover, the concept of academic freedomAcademic freedom has become blurred, shaped by multiple dimensions including legal, ethnic, political, financial, and sociocultural factors (Stachowiak-Kudła et al., 2023). Therefore, it requires further examination and discussion from diverse perspectives (O’Neil, 2008). Academic freedom is essential for knowledge generation, protecting scholarly activities from undue influence by external bodies such as public authorities and internal pressures from fellow academics. However, maintaining and exercising this freedom could present substantial challenges for researchers for various reasons that could involve cultural, racial, historical, cultural and societal reasons. This chapter explores the barriers that researchers from the Global South encounter in achieving full academic freedom while positioned in Global North universities. Utilising autoethnography, it presents the experiences of two researchers, one junior and one senior, highlighting three main themes: pervasive insecurity, limited choices, and the conflict between silence and expression. These themes illuminate their experiences, behaviours, and coping strategies. The study demonstrates that academic freedom is not a given but a hard-earned privilege, significantly shaped by complex political, cultural, social, racial, ethical, and religious factors.