Academic Freedom and Patterns of Self-Censorship in Psychology Education in Turkey

Abstract

Background: The recent academic purge in Turkey eventuated by a twin wave starting in January 2016 was unprecedented. Two years of statutory rule after the July 2016 failed coup further damaged the rule of law. Even the legal authorities did not respect fundamental human rights. Psychology faculty had to keep a low profile to avoid further encroachments. Objective: The purpose of this study was to assess the extent to which psychology faculty discerned research and teaching-bound sociopolitical risks and exercised mitigation strategies. Method: Sixty-three faculty responded to a questionnaire assessing risk appraisals and mitigation appeals countering threats to their research and teaching. Results: Faculty remained inactive against high-risk appraisal in research and appealed to avoidance or vagueness when their risk appraisals were moderate. By contrast, avoidance was the primary strategy, compared to vagueness or inaction, in risk-bearing teaching. Conclusion: Faculty try to cope with the adverse negative intellectual climate by being highly selective in their research and teaching. They appeal to differential strategies in either domain. Teaching Implications: Research in risk apprehension and mitigation along with studies highlighting shared experiences may inform psychology departments on how to proceed under antagonistic circumstances.