While censorship has been examined often in relation to academic freedom and free speech, self-censorship has been less often explored. This may be because there are many ‘shades of gray’ when it comes to self-censorship. For instance, self-censorship can be seen as a pragmatic or natural (or educational) response to scholarly peer review or teacher feedback, an act of moral cowardice, or the mark of serious epistemic injustice and conformism. So, what is self-censorship, and why is it bad? In this brief essay, I elucidate on some of the shades of gray as well as some of the risks and challenges of self-censorship. I explore self-censorship both as a common academic practice and as a mechanism of preserving the status quo. I consider the implications for thinking through self-censorship in relation to academic freedom and reflect on other considerations for future research.
Liz Jackson (Wed,) studied this question.