Reframing academic freedom in turbulent political contexts: African scholars’ perspectives from South Africa

Authors

Alane Naidoo Varsity College, South Africa. https://orcid.org/0000-0001-8427-0793
Ilze Breedt Varsity College, South Africa. https://orcid.org/0000-0002-0068-8808

DOI:

https://doi.org/10.34142/2709-7986.2026.31.1.23

Keywords:

academic freedom, African foreign national academics, conflict theory, neo-institutionalism, turbulent political contexts

Abstract

Purpose. This study examines how turbulent political contexts shape academic freedom in selected African countries, as interpreted by foreign national academics from Africa working in South African higher education institutions. Framed by conflict theory and neo-institutionalism, the article investigates how governance instability, political interference, and executive dominance affect institutional autonomy and scholarly practice.

Methodology. A qualitative interpretivist design was used. Semi-structured online interviews were conducted with eight academics from Nigeria, Zimbabwe, Uganda, and the Democratic Republic of Congo, employed across public and private higher education institutions in South Africa. The data were analysed through thematic analysis combining inductive and deductive coding processes.

Results. Participants described academic freedom as encompassing freedom of expression, teaching, research, access to information, and academic mobility. The findings show that academic freedom is weakened by politicised appointments, compromised institutional autonomy, constrained teaching and research, surveillance, funding pressures, and weak constitutional protection. Participants further noted that universities may be reduced to instruments of state legitimation through curriculum control and the suppression of critical discourse.

Conclusions. Academic freedom emerges not simply as an institutional norm but as an indicator of democratic institutional maturity. Safeguarding it requires stronger constitutional protection, transparent governance, depoliticised leadership, and educational cultures that value critical inquiry, accountability, and public dialogue. Sustainable academic freedom depends on a combination of enforceable legal guarantees, institutional integrity, and a broader democratic culture that supports independent scholarly thought.

Downloads

Download data is not yet available.

Author Biographies

Alane Naidoo, Varsity College, South Africa.

The Independent Institute of Education, Varsity College, Pretoria, South Africa.

Ilze Breedt, Varsity College, South Africa.

The Independent Institute of Education, Varsity College, Pretoria, South Africa.

References

Altbach, P.G., (2007a). Academic freedom in a global context: 21st century challenges. In The NEA 2007 Almanack of Higher Education (pp.49–56). Natl Education Assn. https://www.researchgate.net/publication/242401211

Altbach, P.G., (2007b). Academic freedom: International realities and challenges. In Tradition and transition (pp. 49–66). Brill. https://doi.org/10.1163/9789087903596_004

Andreescu, L. (2013). Academic freedom: A guide for the academic leader. In S. Bergan, E. Egron-Polak, J. Kohler, & L. Purser (Eds.), Leadership and governance in higher education: A handbook for decision-makers and administrators (Supplemental Vol. 3, pp. 1–26). RAABE. https://www.researchgate.net/publication/257207331

Appiagyei-Atua, K., Beiter, K. & Karran, T. (2016). A Review of Academic Freedom in Africa through the Prism of UNESCO’s 1997 Recommendation. Journal of Higher Education in Africa, 14(1), 85–117. https://doi.org/10.57054/jhea.v14i1.1508

Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). Greenwood. https://www.marxists.org/reference/subject/philosophy/works/fr/bourdieu-forms-capital.htm

Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. Sage. https://www.researchgate.net/publication/256089360

Clarke, V. & Braun, V. (2013). Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. The psychologist, 26(2), 120–123. https://www.researchgate.net/publication/269928387

Elbadawi, I., & Sambanis, N. (2000). Why are there so many civil wars in Africa? Understanding and preventing violent conflict. Journal of African Economies, 9(3), 244–269. https://doi.org/10.1093/jae/9.3.244

Hawi, H. (2010). Re-conceptualising Academic Freedom in the African Context. In Academic Freedom and the Social Responsibility of Academics and Researchers in Africa: What are the new challenges? (pp. 1–14). Oran (Algeria). https://doi.org/13140/2.1.1408.4802

Jackson, R. L., Drummond, D. K., & Camara, S. (2007). What is qualitative research? Qualitative Research Reports in Communication, 8(1), 21–28. https://doi.org/10.1080/17459430701617879

Kigotho. (2023, May 18). Academic freedom violations in public institutions are increasing. University World News. https://www.universityworldnews.com/post.php?story=20230517121836775

Kitala, D. (2020, September 21). Peace education: A key driver of change in Africa. Global Partnership for Education. https://www.globalpartnership.org/blog/peace-education-key-driver-change-africa

Kivunja, C. & Kuyini, A.B. (2017). Understanding and applying research paradigms in educational contexts. International Journal of Higher Education, 6(5), 26–41. https://doi.org/10.5430/ijhe.v6n5p26

Kotsokoane, F. M., & Seeletse, S. M. (2025). Caught in the loop: Faculty narratives on challenges with institutional research committees. Educational Challenges, 30(2), 59–70. https://doi.org/10.34142/2709-7986.2025.30.2.05

Kratou, H., & Laakso, L. (2021). The impact of academic freedom on democracy in Africa. The Journal of Development Studies, 58(4), 809–826. https://doi.org/10.1080/00220388.2021.1988080

Montana, A. (2023, May 18). Civil unrest in Africa hits a 6-year high. Verisk Maplesoft. https://www.maplecroft.com/insights/analysis/2023/civil-unrest-in-africa-hits-6-year-high/

Moon, K. & Blackman, D. (2017, May 2). A guide to ontology, epistemology, and philosophical perspectives for interdisciplinary researchers. Integration and Implementation Insights. https://i2insights.org/2017/05/02/philosophy-for-interdisciplinarity/

Naidoo, A. (2025). South African schools: A landscape of digital disparities in an era of ubiquitous technology. Educational Challenges, 30(2), 343–356. https://doi.org/10.34142/2709-7986.2025.30.2.25

Omodan, B. I. (2023). Causes and institutional responses of social unrest in South African universities. SAGE Open, 13(4). https://doi.org/10.1177/21582440231218775

Savage, C. & Finn, P.A. (1999). The Road to the 1997 UNESCO Statement on Academic Freedom. UNESCO. https://www.caut.ca/wp-content/uploads/2024/09/unesco_en_insidepages_final2017-09-11.pdf

Scholars at Risk (2022, December 8). SAR Annual Report 2021-2022. Scholars at Risk, Inc. https://www.scholarsatrisk.org/resources/sars-2023-annual-report/

Scholars at Risk (2023, December 5). SAR’s 2023 Annual Report. Scholars at Risk, Inc. https://www.scholarsatrisk.org/resources/sars-2023-annual-report/

Shaheed, F (2024, April 25). Academic freedom report of the Special Rapporteur on the right to education. Human Rights Council. https://www.un.org/unispal/wp-content/uploads/2024/06/A-HRC-56-58-AdvanceUneditedVersion-1.docx

UNESCO. (1997). Recommendation concerning the Status of Higher-Education Teaching Personnel. UNESCO. https://www.unesco.org/en/legal-affairs/recommendation-concerning-status-higher-education-teaching-personnel

Wolhuter, C. C., & Langa, P. (2021). Management and Governance in Higher Education: South African Universities under Siege. Acta Paedagogica Vilnensia, 46, 105–118. https://doi.org/10.15388/actpaed.2021.46.7

Downloads

Published

2026-05-29

How to Cite

Naidoo, A., & Breedt, I. (2026). Reframing academic freedom in turbulent political contexts: African scholars’ perspectives from South Africa. Educational Challenges, 31(1), 329–341. https://doi.org/10.34142/2709-7986.2026.31.1.23