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E78: Campus Misinformation and Academic Freedom (w/ Dr. Brad Vivian)
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Trigger warning: if you are offended by evidence-based arguments against moral panics surrounding higher education, listen with discretion!
Light kidding aside, this episode addresses a very serious issue: restrictions on free speech in higher education. And no, we’re not talking about the exaggerated culture war invocations: “angry mobs” of “coddled students” yelling about “trigger warnings” and “safe spaces” to shut down speakers they don’t like. Rather, we’re talking about real, top-down legislative attempts to restrict free speech on college campuses, such as Florida’s HB 999 bill – and the long-running rhetorical strategies and tropes that have reappeared in the language of anti-speech laws like Florida’s.
On today’s show, Alex speaks with Dr. Brad Vivian, Professor of Communication Arts & Sciences, and Director of the Center for Democratic Deliberation at Penn State University, about his new book Campus Misinformation: The Real Threat to Free Speech in American Higher Education. We work to rhetorically dissect some of the most common campus culture war tropes that developed over the 2010s, such as the rallying cries for increased “viewpoint diversity” (read: more speakers with bigoted, discredited, or easily discreditable viewpoints), the pseudoscientific myth of the “coddled” student popularized by writers such as Greg Lukianoff and Jonathon Haidt, and the incessant fear-mongering over the so-called “indoctrination campaign” of Critical Race Theory. In examining the rhetorical history of these tropes, we chart their strange evolution from somewhat disingenuous calls for “more speech” in higher education spaces to our current moment: in which 44 states (so far) have introduced legislation to ban the teaching of a number of subjects ranging from Gender Studies to “Critical Theory.”
Why have these ostensibly pro-free speech arguments redounded to authoritarian attempts to crack down on academic freedom, and how might speech restrictions in US higher education serve as a kind of “trial balloon” for further governmental restrictions in the broader public sphere? As we grapple with these questions, we consider how colleges and universities might recommit to a more just and genuine vision of intellectual freedom.
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