Restricted learning, engaged students. Understanding the effects of academic freedom violations on youth education and activism

• Student academic freedom violations can be categorized by source/visibility in authoritarian contexts. • "Activism as academic freedom" and "activism for academic freedom" as distinct yet interrelated responses to violations. • Socio-political divisions among HE actors challenge the unity assumption of academic communities. • The concept of de-membership apprehends the erosion of student capabilities that result from compromised partnership between universities, staff/faculty and students. • The socio-anthropological perspective uncovers the relational and experiential dimensions of academic freedom (violations). This article investigates the relationship between student academic freedom, educational experiences, and activism within authoritarian contexts, adopting a socio anthropological lens. Drawing on an ex-post comparative analysis of studies on Turkey and Belarus, the research is grounded in in-depth interviews with 47 students (29 from Turkey, 18 from Belarus). First, the study develops a typology of academic freedom violations that students encounter, identifying variations along two critical axes: the source of the violations and their visibility. Each type significantly yet differently impacts students’ capability development and membership to the academic community. Secondly, the article examines the resultant forms of student mobilization, fruitfully distinguishing between activism as academic freedom and activism for academic freedom. Student experiences reveal how these interrelated strategies, employed both nationally and transnationally, evolve across time and contexts. Ultimately, this article advocates for a holistic and relational understanding of academic freedom. Such an approach acknowledges the mutual dependencies and potential discrepancies between diverse members of university communities (students, faculty, staff, governance) and recognizes the significance of experiences and responses that transcend national borders. It underscores the need to consider student perspectives and transnational dimensions in defense of academic freedom, particularly in restrictive political environments.