Responses

Julia Discussion:

Hi everyone,

            As we learned in the reading by Cambron-McCabe, the freedom of expression by students is a protected constitutional right.  Professor Hamluk gave us a quote by Kaplin and Lee to share why we support such a statement.  I believe that authority should be questioned and this would be a student’s exercise in that first amendment right.  The manner in which it is done, the language with which it is done, and whether or not the manner incites some type of disturbance to conducting educational activities, from my understanding, is where the issues arise.  If the manner in which the first amendment right is exercised disrupts or poses a danger to educational activities, then the school has the right to intervene and shut down the disturbance. 

            The article that we read cites three different cases, Tinker, Hazelwood, and Fraser, for determining the standard and on what side of the first amendment the individual finds themselves.  I looked into Fraser because the article was intentionally vague on what was said, and I wanted to learn for myself what could have been viewed as lewd and suggestive commentary.  Fraser has capitalized on his notoriety and in 2001 was a debate coach at Stanford University. 

Not that what any of us said our sophomore year of high school should be held against us for an eternity, his family sued the school district and took the case all the way up to the Supreme Court.  He should have taken his suspension because what he said was lewd and his parents should have just left it at that.  Now his Supreme Court decision will follow him forever and I would not hire someone like that to help me prepare for a debate.  He is litigious and that is dangerous person to be associated with.  Stanford University obviously liked his salacious and notorious reputation, but I think his judgement and moral compass remain questionable.

In the case of Fraser, his exercise of the first amendment was not to help the greater good and I support the decision of the Supreme Court to stand with the school.  In the case of Tinker, where the Supreme Court ruled in favor of Tinker, I think there is always value in questioning politics.  I do not support anarchy, but raising counter points against political decisions is engaging in civics.

            I hope my support of Kaplin and Lee’s quote does more to engage educational discourse than to incite and type of disturbance for the class.

References

5, M., 27, M., 4, Z., & 7, L. (2001). Matthew Fraser speaks out on 15-year-old Supreme Court free-speech decision. Retrieved July 14, 2020, from https://www.freedomforuminstitute.org/2001/04/17/matthew-fraser-speaks-out-on-15-year-old-supreme-court-free-speech-decision/

Cambron-Mccabe, N. (2009). Balancing Students' Constitutional Rights. Phi Delta Kappan, 90(10), 709-713. doi:10.1177/003172170909001005

Emily Discussion:

Academic freedom is an important aspect of teaching at a higher education institution. Teachers or professors have the right to research and compose academically enriching educational information in order to further knowledge to the educational community. Likewise, students have a right to learn about educational information in their pursuit of academic knowledge (Kaplin & Lee, 2009, p. 253). Academic freedom allows for professors to explore and teach sensitive topics that many may consider inappropriate or sensitive; however, these topics are so important for students to learn about. Teaching these topics allows students the opportunity to understand the importance of the topic and the impact it has had on modern worldview and culture.

            Students are at a vulnerable part of their lives during their collegiate years. Many are often moving away for the first time and exploring different topics, concentrations and disciplines. It is so important to uphold academic freedom as students have a right to be able to learn about these topics from qualified and educated professors. Academic freedom is a professional privilege that enhances the quality of education for the students and allows for professors and educators to pass along important information to the next generation (Schrecker, 2012, p. 40). Without this policy, so much of academia would not be transmitted to the future generation.

            Academic freedom provides certain protections to professors; it should not be limited to the professors. Students should receive a comparable amount of protection under academic freedom. Academia can sometimes rift with an individual student’s personal values; if a professor or institution takes away a student’s freedom to learn, then they are infringing on that student’s academic freedom (Kaplin & Lee, 2009, p. 257). Students should be protected to not have to choose between their personal morals or values while earning their college degree. Faculty should not force students to partake in activities or assignments that can negatively impact student experience or violate religious or spiritual beliefs. Colleges and universities need to stray away from ideology and practices that will limit the learning experiences of students, faculty and staff (Schrecker, 2012, p. 42). That being said, students should be challenged to learn about different viewpoints and experiences as this can broaden the mindset and values of many students. Sitting in uncomfortability can allow for growth and development. Students should be provided that “safe space” to learn and grow while in a collegiate setting. This is where mistakes should happen, and students should learn that people with different viewpoints can have meaningful conversations and interactions without fear of judgement or hate. Students should be protected on collegiate campuses. Without this protection, students will not be able to fully gain a meaningful educational experience.

            References

Kaplin, W. A., & Lee, B. A. (2009). A legal guide for student affairs professionals (2nd ed.). San Francisco, CA: Jossey-Bass.

Schrecker, E. (2012). Academic freedom in the corporate university. Radical Teacher, (93), 38–45