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The academic freedom of professors and teachers is much discussed, but its borders remain stubbornly indistinct and blurred. It is a constitutional right claimed by educators in schools and colleges but not consistently proclaimed by the courts. The courts' view of academic freedom impacts policy-making and practice, yet the impact is inconsistent and not easily discerned. An educator's professional practice in both higher education and public education is often predicated upon their perception of the robustness or weakness of their right to academic freedom, thus influencing collective bargaining agreements and board policies.

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