{"id":{"repo_id":"alabama","oai_identifier":"oai:ir.ua.edu:123456789/6090"},"canonical_url":"https://search.dev.ndltd.org/etd/alabama/oai:ir.ua.edu:123456789/6090","repository":{"repo_id":"alabama","name":"University of Alabama","base_url":"https://ir-api.ua.edu/oai/request"},"display":{"title":"The campus speech wars: the problem of freedom in higher education","abstract":"This study seeks to provide administrators and faculty with a better grasp of the dynamics of the Campus Speech Wars (CSW) so they may develop civic education strategies that more thoroughly address the problem of campus conflicts over freedom of expression. I employ a feminist theoretical perspective to critique a commonly accepted narrative about the causes and solutions of the CSW, the most notable articulation of which is found in Lukanioff and Haidt (2018). I specifically apply Hirschmann’s (1996, 2003, 2008, 2013) feminist framework of analysis to consider four campus cases, which Lukanioff and Haidt (2018) use to make their arguments: Yale University, University of California at Berkeley, Middlebury College, and Evergreen State College. This feminist analysis begins to tease out the interrelated issues of identity, power, and liberal political theory entangled in the CSW. In doing so, it identifies potential priorities for civic learning that more adequately attend to the relational concerns a feminist critique brings to the prevailing discourse influenced by Lukanioff and Haidt (2015, 2018). I argue that administrators and faculty will be more adept at dealing with the problem of freedom in higher education if they can recognize the ideological roots and inherent biases of the ways we think and talk about what makes us free. Such an understanding will be critical if American colleges and universities hope to educate citizens who are more capable of working together to honor liberty for all in our diverse democracy.","abstract_html":"This study seeks to provide administrators and faculty with a better grasp of the dynamics of the Campus Speech Wars (CSW) so they may develop civic education strategies that more thoroughly address the problem of campus conflicts over freedom of expression. I employ a feminist theoretical perspective to critique a commonly accepted narrative about the causes and solutions of the CSW, the most notable articulation of which is found in Lukanioff and Haidt (2018). I specifically apply Hirschmann’s (1996, 2003, 2008, 2013) feminist framework of analysis to consider four campus cases, which Lukanioff and Haidt (2018) use to make their arguments: Yale University, University of California at Berkeley, Middlebury College, and Evergreen State College. This feminist analysis begins to tease out the interrelated issues of identity, power, and liberal political theory entangled in the CSW. In doing so, it identifies potential priorities for civic learning that more adequately attend to the relational concerns a feminist critique brings to the prevailing discourse influenced by Lukanioff and Haidt (2015, 2018). I argue that administrators and faculty will be more adept at dealing with the problem of freedom in higher education if they can recognize the ideological roots and inherent biases of the ways we think and talk about what makes us free. Such an understanding will be critical if American colleges and universities hope to educate citizens who are more capable of working together to honor liberty for all in our diverse democracy.","abstract_has_math":false,"creators":["McLelland, Lane Busby"],"institution":"University of Alabama Libraries","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Adams, Natalie G.","Atkinson, Becky M.","Kuntz, Aaron M.","Wilson, Elizabeth K."],"advisors":["Tomlinson, Stephen"],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019","date_published":"2019","updated_at":"2026-07-27T18:44:22Z","subjects":["Ethics","Political science","Higher education administration"],"languages":["en_US","English"],"rights":["All rights reserved by the author unless otherwise indicated."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["u0015_0000001_0003277","McLelland_alatus_0004D_13850"],"render_values":[{"text":"u0015_0000001_0003277","href":null,"code":true},{"text":"McLelland_alatus_0004D_13850","href":null,"code":true}]}]},"links":{"outbound_url":"http://ir.ua.edu/handle/123456789/6090","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Adams, Natalie G.","Atkinson, Becky M.","Kuntz, Aaron M.","Wilson, Elizabeth K."]},{"key":"dc:contributor.advisor","label":"Advisor","values":["Tomlinson, Stephen"]},{"key":"dc:contributor.other","label":"Dc Contributor Other","values":["University of Alabama Tuscaloosa"]},{"key":"dc:creator","label":"Author","values":["McLelland, Lane Busby"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2019-08-01T14:23:45Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2019-08-01T14:23:45Z"]},{"key":"dc:date.issued","label":"Date","values":["2019"]},{"key":"dc:publisher","label":"Institution","values":["University of Alabama Libraries"]},{"key":"dc:type","label":"Dc Type","values":["thesis","text"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Ethics","Political science","Higher education administration"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["All rights reserved by the author unless otherwise indicated."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["u0015_0000001_0003277","McLelland_alatus_0004D_13850"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://ir.ua.edu/handle/123456789/6090"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Electronic Thesis or Dissertation"]},{"key":"dc:description.abstract","label":"Abstract","values":["This study seeks to provide administrators and faculty with a better grasp of the dynamics of the Campus Speech Wars (CSW) so they may develop civic education strategies that more thoroughly address the problem of campus conflicts over freedom of expression. I employ a feminist theoretical perspective to critique a commonly accepted narrative about the causes and solutions of the CSW, the most notable articulation of which is found in Lukanioff and Haidt (2018). I specifically apply Hirschmann’s (1996, 2003, 2008, 2013) feminist framework of analysis to consider four campus cases, which Lukanioff and Haidt (2018) use to make their arguments: Yale University, University of California at Berkeley, Middlebury College, and Evergreen State College. This feminist analysis begins to tease out the interrelated issues of identity, power, and liberal political theory entangled in the CSW. In doing so, it identifies potential priorities for civic learning that more adequately attend to the relational concerns a feminist critique brings to the prevailing discourse influenced by Lukanioff and Haidt (2015, 2018). I argue that administrators and faculty will be more adept at dealing with the problem of freedom in higher education if they can recognize the ideological roots and inherent biases of the ways we think and talk about what makes us free. Such an understanding will be critical if American colleges and universities hope to educate citizens who are more capable of working together to honor liberty for all in our diverse democracy."]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["electronic"]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The campus speech wars: the problem of freedom in higher education"]}]}],"canonical_facts":{"dc:contributor":["Adams, Natalie G.","Atkinson, Becky M.","Kuntz, Aaron M.","Wilson, Elizabeth K."],"dc:contributor.advisor":["Tomlinson, Stephen"],"dc:contributor.other":["University of Alabama Tuscaloosa"],"dc:creator":["McLelland, Lane Busby"],"dc:date.accessioned":["2019-08-01T14:23:45Z"],"dc:date.available":["2019-08-01T14:23:45Z"],"dc:date.issued":["2019"],"dc:description":["Electronic Thesis or Dissertation"],"dc:description.abstract":["This study seeks to provide administrators and faculty with a better grasp of the dynamics of the Campus Speech Wars (CSW) so they may develop civic education strategies that more thoroughly address the problem of campus conflicts over freedom of expression. I employ a feminist theoretical perspective to critique a commonly accepted narrative about the causes and solutions of the CSW, the most notable articulation of which is found in Lukanioff and Haidt (2018). I specifically apply Hirschmann’s (1996, 2003, 2008, 2013) feminist framework of analysis to consider four campus cases, which Lukanioff and Haidt (2018) use to make their arguments: Yale University, University of California at Berkeley, Middlebury College, and Evergreen State College. This feminist analysis begins to tease out the interrelated issues of identity, power, and liberal political theory entangled in the CSW. In doing so, it identifies potential priorities for civic learning that more adequately attend to the relational concerns a feminist critique brings to the prevailing discourse influenced by Lukanioff and Haidt (2015, 2018). I argue that administrators and faculty will be more adept at dealing with the problem of freedom in higher education if they can recognize the ideological roots and inherent biases of the ways we think and talk about what makes us free. Such an understanding will be critical if American colleges and universities hope to educate citizens who are more capable of working together to honor liberty for all in our diverse democracy."],"dc:format.medium":["electronic"],"dc:format.mimetype":["application/pdf"],"dc:identifier.other":["u0015_0000001_0003277","McLelland_alatus_0004D_13850"],"dc:identifier.uri":["http://ir.ua.edu/handle/123456789/6090"],"dc:language":["English"],"dc:language.iso":["en_US"],"dc:publisher":["University of Alabama Libraries"],"dc:rights":["All rights reserved by the author unless otherwise indicated."],"dc:subject":["Ethics","Political science","Higher education administration"],"dc:title":["The campus speech wars: the problem of freedom in higher education"],"dc:type":["thesis","text"]},"updated_at":"2026-07-27T18:44:22Z"}