This article interrogates “enforced silence” in higher education as an active, racialised technology of governance that manages speech, polices dissent, and narrows the horizons of legitimate knowledge. Bringing scholarship on institutional racism, decoloniality, and academic freedom into dialogue with analyses of scholasticide, the systematic destruction of education and intellectual life in Palestine, the paper argues that neutrality and professionalism function as administrative veneers that protect institutional reputation while disciplining racialised scholars and erasing Palestinian epistemologies. Palestine operates here as both an acute site of violence and a diagnostic mirror that illuminates a transnational repertoire of epistemic governance: censorship, securitisation, campus injunctions, and weaponised definitions that chill debate and criminalise solidarity. The article extends the concept of scholasticide beyond material destruction to include ideological and institutional assaults on dissent and critical thought, demonstrating how marketised, securitised universities reproduce racial regimes while disavowing complicity. Against this architecture, the paper advances a praxis-oriented framework drawing on critical pedagogy and the Palestinian ethic of Sumud to envision universities as sites of freedom rather than corporate neutrality. It sets out concrete strategies for scholars and institutions, including protections for dissent, refusal of censorious definitions, divestment from complicit partnerships, cross-border classrooms, and recognition of emotional–political labour, to convert witness into transformative action. The article concludes by insisting that academic responsibility is irreducibly collective: education must commit to liberation, not serve domination.
Fadoua Govaerts (2025) studied this question.