Higher Education (Freedom of Speech) Bill (Third sitting)
(Limited Text - Ministerial Extracts only)
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Matt Western
Yes.
Professor Kaufmann: I never endorsed any Government action on critical race theory in universities—only in schools where the teaching is compulsory and you have to pass the element. In a university, it absolutely should be taught; people are free to take it and to teach it. It is a different thing: you are dealing with adults. In a school where every pupil has to be taught critical race theory, we have a compelled speech issue, a freedom of conscience issue.
I think critical race theory is a conspiracy theory. I am quite open about that. However, there is high critical race theory, which is interesting, is worth teaching and has some insights. The vulgar critical race theory that is appearing in schools and some diversity training, where they separate pupils by race and say that some are oppressors and some are oppressed, is nonsense. However, in a university classroom, people are free to take what they want and teach what they want. In schools, where we are not dealing with adults and it is compulsory, there is a freedom of conscience issue. I make that distinction very clearly.
The Minister for Universities (Michelle Donelan)
Q Thank you both for coming in. Professor Kaufmann, in the Policy Exchange paper you co-authored you recommended a statutory tort. I wanted to ask you why you think that that is so important, and how you think it will work in conjunction with the Office for Students complaints scheme.
Professor Kaufmann: It is important for academics who might find themselves in a situation in which they are disciplined for speech to have recourse against their institution if that institution is not upholding their rights to freedom of speech. The point of the statutory tort is simply to allow an avenue for those with grievances that cannot be met within their institutions. Very often, I am sad to say, many institutions are not doing a successful job of upholding this right for many academics —hence the need for recourse to the court system.
Michelle Donelan
Q This is a question for both of you. How do you think that we can best ensure an atmosphere on campus that allows difficult and controversial topics to be discussed while maintaining an inclusive environment?
Professor Goodwin: From my experience, this debate is already actually beginning to bring about some important culture change. The shift from protecting to promoting is incredibly important. Universities are, by their nature, very bureaucratic organisations, and, once this change gives a signal about the renewed importance of protecting academic freedom, it will have a profound impact on universities. I can speak from experience of my university, the University of Kent, which is already having a vigorous debate about academic freedom and I am sure will emerge as a sector leader in promoting academic freedom. It is reassuring to see the way in which this national discussion is already bringing about change.
For many of my colleagues, who have in some cases been sacked, disinvited, intimated, harassed, undermined and mocked, this piece of legislation is very important, for obvious reasons. We are not talking about small numbers, as Professor Kaufmann points out. I know from personal experience that having the ability to go to an external entity to ensure that cases are explored and examined will play a critical role in ensuring viewpoint diversity within the sector. I think it is already having an impact, and I suspect that, much like the legislation around equalities, we will probably find that within a few years universities will suddenly be arranging league tables of academic freedom and all the kinds of things that tend to come with changes that are brought about by law.
There is a massive opportunity to emerge globally as a leader in the promotion of academic freedom in a debate that is global. The Canadians, the French and the Americans are talking about it, and nobody has really got a hold of it and demonstrated what it means in practice, so I think there is an opportunity for the UK to be that model.
Michelle Donelan
Q Professor Kaufmann, did you want to come in on that?
Professor Kaufmann: I am Canadian, and it is interesting to look at what has happened in the province of Ontario. Ontario and Alberta have both adopted elements of this kind of legislation, and it has been very ineffective because it has not gone the same distance that this legislation has. In the province of Ontario, all universities have to adopt a sort of Chicago principles-style free speech document and issue an annual free speech report, and there is an ombudsman for complaints. However, there is not anything like a director of academic freedom to spearhead the process, so even though there is an ombudsman, that individual is in fact not on board with this agenda. Therefore, when people have made complaints, they have gone nowhere.
It is incredibly important, therefore, to have a director of academic freedom who believes in promoting academic freedom, can see this through and can proactively make sure the legislation is applied. That is an absolutely critical part of this legislation. That is one of the reasons that this is so path-breaking. William McNally, who is a professor in a Canadian university called Wilfrid Laurier, looks at the UK and says, “I wish we could have something like the UK’s Higher Education (Freedom of Speech) Bill.” I think this could very well be world-leading.
Michelle Donelan
Q My last question is to both of you. What is the biggest threat, as you perceive it, to freedom of speech in our universities?
Professor Goodwin: I think there are multiple threats relating to debates we are having around the role of China; indeed, that was in the newspapers again over the weekend, relating to the University of Cambridge. We also have parallel issues around the ability of gender-critical academics, some of whom you heard from last week, to be able just to conduct themselves on campus without requiring security, which is an incredible state of affairs for anyone to be in. There is also the ability of some of our colleagues in history and psychology to challenge conventional wisdom on issues ranging from the role of Britain’s empire through to intelligence and unconscious bias testing—you name it. All that should be on the table, and we should be interrogating, exploring and examining it. The threats are multi-faceted and are not just coming from one direction. That underlines the need for some action in this area.
Professor Kaufmann: I would add that even though conservative academics are reporting much higher levels of self-censorship—two to three times as high as the left—it is also the case that this is not just about protecting conservatives. Certain types of left-wing research around the middle east, for example, and Islam will also benefit from this protection. It is worth noting that. In our Policy Exchange study, we had a number of left-wing academics making that exact point. They are worried about some off-campus groups such as Turning Point UK. They are worried about Prevent and discussions around Israel-Palestine, so this Bill will benefit not just conservatives.
Of course, it is the case that political minorities are reporting much higher levels of self-censorship. For example, in the King’s study—you will be hearing from one of the authors later—they asked about the statement:
“Students with conservative views are reluctant to express them at my university”.
Conservative students agreed by a 59:26 ratio. There is a much higher level of censorship and chilling going on for Conservatives, but it is not only Conservatives—certain kinds of left-wing speech are also being chilled. The Bill will benefit both kinds of speech.
The Chair
More than half of the time allocated has already been used up. I hope that colleagues will make their questions very brief, in the hope of encouraging succinct answers.
Matt Western
Q You heard the previous session. There was a lot of talk from the previous two witnesses about self-censoring and so on. Do you share those concerns, or do you think, as I was perhaps suggesting, that we all self-censor to a certain extent? As we heard from a witness last week, that is just the way of the world—you get on with it and you make your case.
Sunder Katwala: The harder question about self-censorship is: what will these mechanisms do about self-censorship? They might change the culture in a very positive way, because everyone feels reinforced and is not worried about stigmatisation, but they might change the culture in a rather negative way, where everyone is bringing cases and counter-cases against each other, and the processes, the punishment, could get worse if we have a lot of tit-for-tat things. There might be something in the culture of a regulator about the treatment of, say, vexatious cases as opposed to substantive cases, which might be quite important if the stress actually comes from the possibility of the cases. Because self-censorship and chilling effects are cultural points, it is not obvious to me that we know how these mechanisms affect that broader cultural plane.
Michelle Donelan
Q Your recent research suggests that more divisive voices and controversial issues are often amplified online. Do you agree that that influences how freely the majority of people feel able to express themselves?
Sunder Katwala: On the whole, in terms of the British public and the general population, these current issues of free speech and academic freedom are important issues in our political and media culture and so on; they are not gripping the broad public. It is a much less heated and polarised debate about these issues in Britain than in the United States of America. It might be the case that in five, 10 or 15 years, we have a much more heightened culture, but there is a very broad balance, a middle, in British society. When we have engaged in conversations about the worry about people being called racist before they have been racist, but also about wanting decent debates about race and integration that do not cross boundaries, a great many people are trying to strike those balances in a way that is good for freedom of speech but has boundaries.
A lot of people think political correctness can go too far if you take it too far, but they will then say, “But it had a point in the first place.” To give an example, research by More in Common found that seven out of 10 people in this county think that political correctness can be a problem if you overapply it, overreach with it and go for trivia. Seven out of 10 people think that hate speech can be a problem, because we are letting too much go. The median person in Britain thinks that both those things are true. At the same time, they are probably frustrated that we are removing episodes of “Fawlty Towers” from archives. It is entirely trivial, while we are letting neo-Nazi content run riot on Facebook. There is awareness of this tension, and frustration that you could overreach in different directions.
What is much more the case in America is that people have picked a side. Therefore, they are always on one side of every question. We definitely have the possibility of having that culture among the most politically engaged—the people who spend most of their time on the internet, and perhaps the people who write the most newspaper columns—but most people are quite frustrated with that, because they would see that there are good public goals here that might be complicated to get right.
Michelle Donelan
Q I will ask just one more question, because I know that a number of Members want to come in. Do you agree that it is important to create an atmosphere on our campuses whereby difficult issues can be openly discussed, to create the critical thinkers of tomorrow?
Sunder Katwala: Completely, yes. It is the question of whether there are any boundaries where you would be allowing reprehensible content that undermined academic freedom, liberal democracy or the role of the university, if you did not get those difficult cases right.
Lloyd Russell-Moyle (Brighton, Kemptown) (Lab/Co-op)
Q Thank you very much for your evidence. I should declare my interests, as I have done in previous sessions—Sussex University, the University of Bradford and the University and College Union.
Is there a problem that expanding this to student unions might have detrimental effects? Student unions traditionally allow students to self-organise ginger groups, different political groups and so forth. If you require the Conservative club to enforce academic freedom, does not that make a mockery of having a club of Conservatives in which they can talk and debate issues among themselves?
Sunder Katwala: In principle, I do not see why it should do so—unless you have organisation of it wrong. As I see it, the principle is that the Bill should protect the difficult conversations that different people want to have. In theory, it should be blocking people saying, “I don’t like you saying that about Winston Churchill or the British empire—that’s too tough,” as well as stopping other things. But the devil is in the detail.
Matt Western
Q Have you had any conversations with the current chair or the DFE about what the scale of the department—it will not be just one individual; it will be the director of freedom of speech plus X people working within the department—will be, what the cost will be and how that will be funded? Would the OfS need an additional budget?
Secondly, do you have concerns about what will happen for universities and student unions? One of the points that came out from the BEIS report, which you may have seen, is what significant costs there will be for universities and student unions, which clearly, after the past 18 months, are really struggling financially anyway.
Nicola Dandridge: It is very difficult at this stage to predict what the pressures on the Office for Students will be as a consequence of the proposals, but certainly the complaints system is likely to generate quite a lot of work. It is really important that we have the capacity to deal with that properly without compromising our important work on quality and standards, and access and participation. This is an area that we will be keen to discuss with Government to ensure that we are properly resourced to do this work well in all its complexity, without compromising our other work.
Michelle Donelan
Q Thank you for attending, Ms Dandridge. When considering the impact that the new director could have, we can look at the impact that the director for fair access and participation has had. Could you outline the positive impact that you think having somebody solely responsible for that area has had?
Nicola Dandridge: In my view, and I think the view of many others, the role of the director for fair access and participation has been really significant in setting expectations, driving through the importance of what is also a very complex agenda, engaging in discussions with universities, students and student unions, and speaking publicly about the importance of access and participation. I think the impact that the director has had has been really significant, and it is a good analogy for the impact that we hope the director for freedom of speech and academic freedom will have similarly.
Michelle Donelan
Q What routes could students, staff and visiting speakers currently take if they wished to raise with the OfS a concern about a provider with regard to free speech?
Nicola Dandridge: We have to approach free speech in a rather oblique way, because of the way our powers are structured and set up. We have a number of public interest principles, of which one is a duty to protect academic freedom. The other is to secure free speech. What we say is that, under one of our registration conditions, all universities and colleges have to have governing documents that uphold those public interest principles, and they have to have governance and management arrangements to adequately implement those public interest principles.
The way into this is not exactly straightforward. We have a number of ongoing cases where we are looking at issues of free speech, but because of the ways our powers are framed, we are primarily looking at whether universities and colleges have the systems in place to address issues of free speech themselves, rather than our adjudicating on them. That is rather a complex explanation, because of the way our powers are structured. They are slightly, as I say, oblique, whereas what the Bill proposes is entirely different. It foregrounds the importance of free speech and, for all the reasons of which you will be aware, gives us significant additional powers in that respect.
Michelle Donelan
Q So as the body dedicated to students, in essence, would you say that you are constrained at the moment in assisting students with issues of free speech?
Nicola Dandridge: The way our powers are structured means that we approach it by looking at the systems that the university has in place. That is a very limited way of engaging with issues of free speech, so yes, it is constrained.
Emma Hardy
Q Welcome—it is great to see you here. Coming back to the point that you made about the regulatory overlap between the OfS and the OIA, you said that we would need to have some sort of clarity and talk about that. Would you say that that clarity should be in the Bill—that it should explain who does what—or are you thinking more about guidance produced by the Department for Education? How can that work out so that everybody knows where to go and whom to go to?
Nicola Dandridge: I was thinking that it would be the latter. It is one of the first responsibilities that the director for free speech and academic freedom will have to undertake. Although it would be their choice, not mine, I would anticipate that they would want to produce guidance in order to provide clarity in some of these very complex areas, one of which is who does what and how it is done. I was anticipating that it would be guidance and not on the face of the Bill.