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Review Article Volume 10 Issue 5
Student participation and the legitimacy of academic authority in university education: a habermasian analysis
Marco Bettine
Received: October 11, 2026 | Published: November 13, 2026
Citation: Bettine M. Student participation and the legitimacy of academic authority in university education: a habermasian analysis. Soc Int J. 2026;10(5):154-157. DOI: 10.15406/sij.2026.10.00473
Abstract
University education oriented towards autonomy operates within relationships in which students depend on assessment by those who hold academic authority. This article examines the conditions under which student participation can be democratically legitimate in the face of this asymmetry. It develops a theoretical essay based on argumentative reconstruction, structured around Habermasian communicative rationality. The analysis focuses on undergraduate education and distinguishes epistemic authority, institutional competence to decide, and responsibility for justifying decisions. It argues that the ability to reason does not ensure the conditions for contestation, since unequal resources, intellectual disqualification, and fear of retaliation may restrict participation. It concludes that lecturers’ autonomy and students’ autonomy can be reconciled when the exercise of specialised responsibility remains open to criticism and when raising questions does not undermine the academic recognition of those who ask them.
Keywords: habermas, academic authority, university education
©2026 Bettine. This is an open access article distributed under the terms of the, which permits unrestricted use, distribution, and build upon your work non-commercially.