Freedom to Learn offers a radically new perspective on academic freedom from a student rights standpoint. It analyzes the effects of performative expectations on students drawing on the distinction between negative and positive rights to re-frame student academic freedom.
A call for a return to the recognition of the service role in higher education settings, prompting renewed debate on the pastoral, advisory and mentoring aspects of the academic life.
This is a book about the ethics of teaching in the context of higher education.