Academic Freedom and the University as Educational Space. Practices and Forms of Legitimizing and Limiting the Public Dimension of the University

目前，关于大学的学术自由和审查制度有相当多的（国际）争论。这场辩论包括几个发展和现象：抵制有争议的演讲者，制定大学言论条例，以及所谓的触发警告，即大学的宪法是“安全空间”。在媒体报道了几起案件之后，大学被要求对这些事态发展作出反应，并对自己进行定位。本项目探讨了德国大学关于学术自由的法规程度。除了目前的讨论状态之外，该项目还调查了保护或规范学术自由的授权形式：在非歧视性言论的背景下，哪些合法化的做法被使用？在当代政治文化的变化中，大学的定位是怎样的？该项目的分析和教育理论重点在于围绕“公共”和“大学建设”的话语实践。研究的实证材料是来自大学利益相关者（尤其是大学行政部门）的宣言、使命宣言等——与学术自由制度框架相关的文件。与对大学领导和学生会代表的访谈一样，这些文件使用话语分析（和授权研究）的方法进行分析。转型的重要主题包括大学领导形式的变化、大学教育的新形式以及科学权威的危机。

Currently, there is a considerable (international) debate on academic freedom and censorship in universities. The debate includes severals developments and phenomena: the boycot of controversial speakers, the enactment of university speech regulations as well as the so-called trigger warnings, i.e. the constitution of universities as ‚safe spaces‘. In the aftermath of several cases in the media, universities are called forth to react to these developments and to position themselves.This project explores the extent of regulations concerning academic freedom in universities in Germany. Beyond the current state of discussion, the project investigates the forms of authorization to secure or regulate academic freedom: Which practices of legitimation are used in the context of non-discriminatory speech? How are universities positioned in relation to the contemporary changes of political culture? The analytic and educational-theoretical focus of the project rests on the discursive practices surrounding the "public" and "Bildung in the University". The empirical materials researched are declarations, mission statements etc. from university stakeholders (esp. from university administration) – documents with relevance regarding the institutional frame of academic freedom. Like interviews with university leaders and student union representatives, these documents are analyzed with the method of discourse analysis (and authorization research). Important themes of transformation that are included in the analysis are the changing forms of university leadership, the new forms of pedagogization in the university as well as the crisis of scientific authority.