| As a basic tenet of academic life, academic freedom is embodied not only in official documents, but also in the minds of those whose work it is meant to protect. The very concept of freedom must be the subject of close scrutiny. This is particularly true in graduate schools of education, which have the vital task of training our nation's teachers and developing new and critical thinking on American education.;This qualitative study of the values, autonomy, and constraints of educational researchers took place in two graduate schools of education. A total of 51 semi-structured interviews were conducted with administrators and faculty across all ranks and subdisciplines. Secondary data, such as university and departmental publications, were also examined to contribute to an understanding of the organizational cultures of the schools.;The interview data were analyzed using a theoretical framework constructed from classic organizational theory as well as Pierre Bourdieu's work on cultural capital and Max Weber's ideal-type methodology. An ideal typology was used to illustrate that the careers of educational researchers are characterized by a constant negotiation of barriers and constraints, and that choices are guided by the direction of the field as well as by personal agendas for change.;The degree of autonomy that faculty enjoy is affected by a number of factors. Most notably, the tenure process presents significant obstacles to non-tenured faculty members who often feel they must adhere to certain traditions, publish in particular journals, and fit into predetermined molds in order to succeed professionally. As faculty progress up the tenure ladder, they are able to exercise more control over the projects they pursue. These findings are discussed with particular attention to identity factors such as race, ethnicity, and gender.;By providing a greater understanding of educational researchers' perceptions of freedom and constraint in setting their research agendas, this research illustrates the subtle yet often strong ways in which academic freedom may be limited, regardless of whether a formal policy is in place or not. |
