==================== Teacher Academic Freedom ====================
Student Response
Realizing how academic freedom presents itself in our educator roles, calls for diligent
approaches that breed successful classroom outcomes, permeating every facet of duty we are
entrusted to fulfil. With growing emphasis on inclusive education implementation, as
you noted, acknowledging/appreciating diversity, triggered my interest as to how
higher education’s operative is training this perspective to naturally be cultivated in
school climates. Here is a rather concerning reason found that can explain the
partial struggle to facilitate this academic imperative and foster its development…
minority student graduate enrollment and degree completion nationwide that has been slow and
difficult (Griffin, et. al., 2012).
Minorities, underrepresented, constitute 28% of the US population, with roughly one
third of those, 25-40 years, (where most graduate students fall), yet only 11.9% of all doctorates
in 2006 were earned by minority students (National Science Foundation, 2009; Woodrow Wilson
National Fellowship Foundation, 2005). This bored further investigation as to why. When the
inclusion of international grad students was added to the mix, as of 2003, only 7% were Black or
Latino, though one fourth had been enrolled in undergrad programs; one third of the students
were international (Ryu, 2008). The bottom line of multiple studies showed that these students'
fell out in pursuing doctorates, having resulted from experiences of marginalization on campus,
bringing intention not to return.
You are right that while academic freedom is constrained within public schools, our
ability to determine preferred pedagogical strategies must, as you point out, enable the creation
of a positive, high-quality, and welcoming learning environment, hopefully one that can also be
demonstrated during minority students’ undergrad experiences.:Diversity must continue to be
encouraged and its many perspectives brought to the forefront in resolving lack of understanding
in Godliness toward all. Thank you for your well-appointed discussion,!
References
Essex, N. L. (2016). School law and the public schools: A practical guide for educational
leaders. Pearson Education (6th ed.).
Griffin, K. A., Muniz, M. M., Espinosa, L. (2012). The Influence of Campus Racial Climate on
Diversity in Graduate Education. Baltimore, 35(4), 535-566.
https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/scholarly-
journals/influence-campus-racial-climate-on-diversity/docview/1022706689/se-2
Ryu, M. (2008). Minorities in higher education 2008: Twenty-third status report. Washington,
DC: American Council on Education.
National Science Foundation. (2009). Women, minorities, and persons with disabilities in
science and engineering. http://www.nsf. gov/statistics/wmpd/
Woodrow Wilson National Fellowship Foundation. (2005). Diversity and the Ph.D.: A review of
efforts to broaden race and ethnicity in U.S. doctoral education. Princeton, NJ: Author.
Student Response
Excellent collective relative to academic freedom. Indeed, as educators, we have a responsibility
to the public, which ought to engender, as you pointed out, a balance in advocating for
accountability. This garners immense duty that should be championed by all who uphold Truth.
Yes, important also, when content is introduced while teaching, being devoid of controversy
should be a goal; you’re right. And, when diligently presenting state-mandated curriculum, and
district approved content, infusing our Christian values without conspicuous notice of chapter,
verse, and book, simply presenting conceptually in everyday vernacular, age appropriate, etc.,
material (Essex, 2016), we can successfully lead children in fostering their worldview while
helping them mastering course content that is enterprising and interesting to them.
Surprisingly, in 1997, a Canadian court upheld the Board of Surrey School District in British
Columbia’s resolution to decline approval of three books portraying same-sex parents. Parents’
religious opinions had shaped that public school curriculum, therein, the instruction of all pupils
(Collins, 1997). In our Christian educator walk, we know Scripture notes to, “let the wise listen
and add to their learning, and let the discerning get guidance,” (King James Bible, 2017/1769,
Proverbs 1:5). Just as Canadian parents spoke up against objectional reading material in the
school, we can rest assured that God has intended us to stave the wave of ungodliness in the
educational sector, also.
References
BibleGateway.com. (2017). BibleGateway.com
https://www.biblegateway.com/passage/?search=Proverbs%201&version=NIV
(Original work published in 1769)
Collins, D. (2006). Culture, religion, and curriculum: Lessons from the 'three books' controversy
in Surrey, BC.Canadian Geographer,50(3), 342-357.
https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/scholarly-
journals/culture-religion-curriculum-lessons-three-books/docview/228316165/se-2
Essex, N. L. (2016). School law and the public schools: A practical guide for educational
leaders. Pearson Education (6th ed.).
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