HigherEd Reform (by author)

Associated Students UC Santa Barbara, Frances. “Protests (at UC Santa Barbara).” Associated Students Living History Project, 2020. https://livinghistory.as.ucsb.edu/category/protests/. Cite

Bell, Myrtle P., Daphne Berry, Joy Leopold, and Stella Nkomo. “Making Black Lives Matter in Academia: A Black Feminist Call for Collective Action against Anti‐blackness in the Academy.” Gender, Work, and Organization 28, no. S1 (2021): 39–57. https://doi.org/10.1111/gwao.12555. Cite

Bose, Purnima. “Faculty Activism and the Corporatization of the University.” American Quarterly 64, no. 4 (2012): 815–18. https://doi.org/10.1353/aq.2012.0058. Cite

Brunsma, David L., David G. Embrick, and Jean H. Shin. “Graduate Students of Color: Race, Racism, and Mentoring in the White Waters of Academia.” Sociology of Race and Ethnicity 3, no. 1 (2017): 1–13. https://doi.org/10.1177/2332649216681565. Cite

Chan, Sucheng. “On the Ethnic Studies Requirement.” Amerasia Journal 15, no. 1 (1989): 267–80. https://doi.org/10.17953/amer.15.1.f0kjhq2u74528v10. Cite

Cole, Rose M, and Walter F Heinecke. “Higher Education after Neoliberalism: Student Activism as a Guiding Light.” Policy Futures in Education 18, no. 1 (2020): 90–116. https://doi.org/10.1177/1478210318767459. Cite

Coronado, Jorge. “On Entrenched Inequalities in the Research University: Activism and Teaching for Tenured Faculty Members.” PMLA/Publications of the Modern Language Association of America 136, no. 3 (2021): 441–46. https://doi.org/10.1632/S0030812921000262. Cite

darinljensen, Author. “Teacher-Scholar-Activist.” Teacher-Scholar-Activist, n. d. https://teacher-scholar-activist.org/. Cite

Dedman, Ben. “How Non-Tenure-Track Faculty and Student Activists Can Support and Protect Each Other.” Text. Association of American Colleges & Universities, 2021. https://www.aacu.org/blog/how-non-tenure-track-faculty-and-student-activists-can-support-and-protect-each-other. Cite

Ellison, Julie, and Timothy K. Eatman. “Scholarship in Public: Knowledge Creation and Tenure Policy in the Engaged University; A Resource on Promotion and Tenure in the Arts, Humanities, and Design | Imagining America.” Imagining America. Syracuse, NY: Syracuse University, 2008. https://imaginingamerica.org/scholarship-in-public-knowledge-creation-and-tenure-policy-in-the-engaged-university-a-resource-on-promotion-and-tenure-in-the-arts-humanities-and-design/. Cite

Foster, Kevin Michael. “Taking a Stand: Community-Engaged Scholarship on the Tenure Track.” Journal of Community Engagement and Scholarship, 2012. http://jces.ua.edu/taking-a-stand-community-engaged-scholarship-on-the-tenure-track/. Cite

Grollman, Eric Anthony. “Marching for Science? Bring a Mirror.” Diverse: Issues In Higher Education (blog), 2017. https://www.diverseeducation.com/faculty-staff/article/15100342/marching-for-science-bring-a-mirror. Cite

Haro, Robert P. “Academic Library Services for Mexican Americans.” College and Research Libraries 33 (1972): 454–62. https://doi.org/10.5860/crl_33_06_454. Cite

Hubbard, Dolan, Paula Krebs, David Laurence, Valerie Lee, Doug Steward, and Robyn Warhol. “Affirmative Activism: ADE Ad Hoc Committee on the Status of African American Faculty Members in English.” Profession, 2007, 150–55. https://www.jstor.org/stable/25595861. Cite

Jack, Lanada War. “Native Americans and the Third World Strike at UC Berkeley.” Ethnic Studies Review 42, no. 2 (2019): 32–39. https://doi.org/10.1525/esr.2019.42.2.32. Cite

Jensen, Sine Hwang. “Library Guides: The Third World Liberation Front and the History of Ethnic Studies and African American Studies: Home.” Resource Guide. Berkeley Library: University of California. Accessed September 7, 2021. https://guides.lib.berkeley.edu/twlf/home. Cite

Joseph-Salisbury, Remi, and Laura Connelly. Anti-Racist Scholar-Activism. Manchester: Manchester University Press, 2021. Cite

Linder, Chris, Jessica C. Harris, Evette L. Allen, and Bryan Hubain. “Building Inclusive Pedagogy: Recommendations From a National Study of Students of Color in Higher Education and Student Affairs Graduate Programs.” Equity & Excellence in Education 48, no. 2 (2015): 178–94. https://doi.org/10.1080/10665684.2014.959270. Cite

Martin, Randy. “Academic Activism.” PMLA 124, no. 3 (2009): 838–46. https://www.jstor.org/stable/25614326. Cite

Martin, Randy. “Academic Activism.” PMLA 124, no. 3 (2009): 838–46. https://www.jstor.org/stable/25614326. Cite

Miller, Warren L., Jr. “Tenure and Promotion as White Supremacy in the University: The Illness Explained and Possible Treatment.” Activist History Review, 2019. https://activisthistory.com/2019/11/11/tenure-and-promotion-as-white-supremacy-in-the-university-the-illness-explained-and-possible-treatment/. Cite

Moreno, Jose G. “Third World Radicalism: The Chicana/o Studies Movement at The University of California, Berkeley, 1968-1975.” Ethnic Studies Review 43, no. 3 (2020): 73–85. https://doi.org/10.1525/esr.2020.43.3.73. Cite

Mountz, Alison, Anne Bonds, Becky Mansfield, Jenna Loyd, Jennifer Hyndman, Margaret Walton-Roberts, Ranu Basu, et al. “For Slow Scholarship: A Feminist Politics of Resistance through Collective Action in the Neoliberal University.” ACME: An International Journal for Critical Geographies 14, no. 4 (2015): 1235–59. https://www.acme-journal.org/index.php/acme/article/view/1058. Cite

Mutnick, Deborah. “Higher Education, Disinvestment, and the Teacher-Scholar-Activist.” Teacher-Scholar-Activist (blog), 2018. https://teacher-scholar-activist.org/2018/07/09/higher-education-disinvestment-and-the-teacher-scholar-activist/. Cite

Nyden, Philip. “Academic Incentives for Faculty Participation in Community-Based Participatory Research.” Journal of General Internal Medicine 18, no. 7 (2003): 576–85. https://doi.org/10.1046/j.1525-1497.2003.20350.x. Cite

Parsons, Eileen R. C., Domonique L. Bulls, Tonjua B. Freeman, Malcolm B. Butler, and Mary M. Atwater. “General Experiences + Race + Racism = Work Lives of Black Faculty in Postsecondary Science Education.” Cultural Studies of Science Education 13, no. 2 (2018): 371–94. https://doi.org/10.1007/s11422-016-9774-0. Cite

Recana, Jaime Red. “Student Activism and Implications for Academic Governance in the Bicol University, Legazpi City, Philippines.” [Beginning of Chapter 1:] Student activism in the Philippines is a phenomenon of the twentieth century, It is considered an educational problem of recent vintage by the Philippine Department of Education, the government’s national agency, which has a powerp over all institutions of learning in the country. Today student activism is a cause for a “dislocation of the educational system" in the country--characterized by disruption of classes, destruction of school property, and the wounding and death of some student participants and innocent bystanders.  The demands of the students were varied and many. The student demands at the university level were: (1) the right to have competent professors, adequate libraries and physical facilities; (2) the right to have a voice in the formulation of policies of the school with respect to student-faculty relations as well as student-administration relations; (3) reasonable tuition fees; (4) academic freedom within the campus; (5) the right to be apprised of the rules and regulations of the institutions; (6) the right to be heard before any penalties are imposed, and in particular, when the penalty is suspension or expulsion; and (7) the right to fair and humane treatment., Bicol University, 1973. https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3954&context=dissertations. Cite

Torchlight FSU Campus Policy Center. “Student-Driven Research for Better Campus Policy -- Florida State University’s Student-Run Campus Think Tank (A Recognized Student Organization).” Torchlight, n. d. https://www.torchlightcenter.org. Cite

Vecoli, Rudolph. “The Immigration Studies Collection of the University of Minnesota.” The American Archivist 32 (1969): 139–45. https://doi.org/10.17723/aarc.32.2.c434218317665xw5. Cite

Workplace Journal. Scholactivism. Vol. 30. Workpace, 2018. https://ices.library.ubc.ca/index.php/workplace/issue/view/No%2030%20%282018%29. Cite

Zerai, Assata. “Models for Unity between Scholarship and Grassroots Activism.” Critical Sociology 28, no. 1–2 (2002): 201–16. https://doi.org/10.1177/08969205020280011201. Cite

“Life As A Scholar-Activist.” MP3 audio. Wisconsin Public Radio, 2016. https://www.wpr.org/life-scholar-activist. Cite

LAWCHA: The Labor and Working Class History Association. “Budget Activism: A Strategy To Address Contingency—and Tenure,” 2021. https://www.lawcha.org/2021/02/08/budget-activism-a-strategy-to-address-contingency-and-tenure/. Cite