News article
“Academic freedom, freedom of speech and expression, and diversity should be fundamentally entwined” says Sussex VC
Professor Sasha Roseneil
Professor Sasha Roseneil, the new Vice-Chancellor of the University of Sussex, has said that the values of academic freedom, lawful freedom of speech, and of diversity are fundamentally entwined.
Writing for Times Higher Education, one month after starting at the University as its first woman Vice-Chancellor, Professor Roseneil said: “universities rest upon, and must fundamentally seek to uphold, the principles of academic freedom and freedom of speech and expression within the law”. She has underlined the importance of universities embracing diversity and inclusion, saying: “universities have to value and cultivate diversity: they have to seek, proactively and strenuously, to create an inclusive culture, in which differences in background, belief, experience and identity are embraced, and are understood as essential to the work of advancing discovery and learning in a diverse and complex world.”
In the article, Professor Roseneil highlighted the University’s rich history in this regard, saying: “Sussex has, throughout its sixty years, been animated by an exceptional and distinctive spirit of intellectual freedom and challenge and, simultaneously, by a profound commitment to advancing equality and social justice.”
Professor Roseneil pointed to Sussex’s legacy in relation in South Africa, saying: “Inspired by the struggles of their South African fellow students, the Sussex student body became a long-term collective actor in the global movement against Apartheid, mobilising the freedom of speech and expression available in the UK to campaign for similar freedoms for Black South Africans.” And, acknowledging the poignancy of the moment just weeks after the violent attack on author Salman Rushdie, Professor Roseneil cited the 2001 exhibition, ‘Subversion and Censorship’, in which books and images that had been deemed too shocking or subversive for public consumption were put on open display, welcoming “the penchant for cultural challenge for which Sussex had become known”.
This summer has also seen the launch of the University’s updated Equality, Diversity and Inclusion (EDI) strategy, “Inclusive Sussex”. This is online on the new Inclusive Sussex webpages which highlight the work the University is doing to meet our five Inclusive Sussex goals.
The full text of Professor Roseneil’s opinion article can be seen here, or below:
Academic freedom, freedom of speech and expression, and diversity should be fundamentally entwined university values
The early years of my academic career as a sociologist were framed by vigorous public discussions of ‘political correctness’. Thirty years later, as I embark on my new job as Vice-Chancellor of the University of Sussex, the terminology has changed and it is ‘wokeness’ that is at stake in today’s ‘culture wars’, and universities are being investigated for ‘banning books’ and ‘censorship on campus’.
In this context, it behoves me to re-state what many of my fellow academics and university leaders have been seeking to have heard amidst the sound and fury of the contemporary public sphere: that universities rest upon, and must fundamentally seek to uphold, the principles of academic freedom and freedom of speech and expression within the law.
British universities are, and continue to be, amongst the most liberal, open, and democratic-minded of institutions. All universities, and Sussex in particular, are places where established ideas and knowledge are challenged and reworked. And because the best ideas, the strongest concepts, and the most impactful research findings are those that have been subject to rigorous challenge, universities need to be inquisitive environments. Their curricula and cultures have to support and facilitate the contestation of conventional wisdom, and the pursuit of novel, sometimes unpopular, even disturbing, lines of inquiry.
And, as institutions dedicated to education, universities are places of encounter with new, and often difficult, ideas, through which identity, character, and worldview change and develop. As such, they provide a wide range of disciplined training in methods of investigation, interrogation, and debate that equip graduates with essential life and citizenship skills, as well as offering more informal spaces for students to explore politics, culture, and social relationships, in which emergent critiques of the status quo and visions of the future can be forged.
In order to be places in which new knowledge and selves are created, universities have to value and cultivate diversity: they have to seek, proactively and strenuously, to create an inclusive culture, in which differences in background, belief, experience and identity are embraced, and are understood as essential to the work of advancing discovery and learning in a diverse and complex world. The questions and problems of members of different groups in society are not the same, as power structures and inequalities shape interests and concerns - and is the duty of universities to ensure that the most marginalised and disadvantaged members of society, and their interests and concerns, are properly included in the research and education they provide. This demands institutional attention to the creation of empathetic and supportive working and learning environments, in which everyone is able to flourish, in their diversity. It means caring about the emotional well-being of our students and ensuring that we do our best to prepare and support them as they encounter challenging topics and texts.
Sussex has, throughout its sixty years, been animated by an exceptional and distinctive spirit of intellectual freedom and challenge and, simultaneously, by a profound commitment to advancing equality and social justice. Both of these have rested on the recognition of the value of diversity. In 1962, Sussex welcomed its first group of South African scholars, including the future President Thabo Mbeki. Many others followed to study and work at Sussex, escaping persecution under Apartheid, including lawyer Albie Sachs, who was allowed to leave imprisonment in South Africa on condition he never return. At Sussex, Sachs studied for a PhD, on the justice system in South Africa which was published in the UK and the US but banned in South Africa, making it a criminal offence to possess a copy. Inspired by the struggles of their South African fellow students, the Sussex student body became a long-term collective actor in the global movement against Apartheid, mobilising the freedom of speech and expression available in the UK to campaign for similar freedoms for Black South Africans.
Several decades later, exercising the penchant for cultural challenge for which Sussex had become known, in 2001, the University of Sussex library mounted an exhibition, ‘Subversion and Censorship’, in which books and images that had been deemed too shocking or subversive for public consumption were on open display. As Deborah Shorley, University Librarian at the time said, ‘We hope the exhibition shocks visitors into thinking about the damage censorship has caused over the past centuries. Freedom of information is a fundamental human right that all libraries must strive to protect’. The works exhibited spanned six centuries of censorship, and included homoerotic photographs by Robert Mapplethorpe, a 1967 edition of Lady Chatterley’s Lover, and a signed copy of Salman Rushdie’s The Satanic Verses (signed the day before the fatwa was imposed).
Writing this article shortly after the life-threatening attack on Salman Rushdie at a literary event in the United States, the importance of that exhibition is powerfully re-affirmed. Universities, their libraries, curricula, and culture, must continue to uphold and promote the foundational importance of freedom of speech and expression within the law in academic life. Some groups might, at times, find particular texts, ideas, or ways of thinking distressing or offensive, but sensitively facilitating their discussion and exploration has to be central to the work of the university, as is supporting the pedagogic decisions of academics about the texts they choose to teach, and how they choose to teach them.