HigherEd Teaching & Curricula

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General topics: Capitalism | Development (and Alternative development) | Diversity | Globalization | Neoliberalism (➦ Corporatization of the university) | Social justice
Note: The above are some topics that research activists tend to discuss as general concepts related to causes. But these general topics do not cover all specific causes and issues actually addressed (for which see below).
Specific causes & issues: Ageism | AI Bias | AIDS | Antiracism (see also Racism) | Antiwar | Apartheid | Caste antidiscrimination | Censorship | Childcare | Class discrimination | Decolonization | Digital justice | Disability rights | Drugs | Education reform (➦ In HigherEd) | Economic Inequality | Environment (➦ Biodiversity ➦ Climate change ➦ Environmental justice) | Feminist activism | Food justice (➦ Food sovereignty | Slow food) | Freedom of speech | Gender equality (➦ Reproductive labor [See also Womens rights]) | Health care reform (➦ Health advocacy) | Heteronormativity (➦ Toxic masculinity) | Housing & zoning issues (➦ Gentrification ➦ Houselessness (including homelessness) ➦ Housing reform ➦ Skidrow) | Human rights | Indigenous rights | Information access | Infrastructure | Labor activism (➦ Adjunct instructors | Anti-work | Care work | Domestic work | Feminized labor | Reproductive labor | Sex work | Unionization) | Land politics | Language activism (➦ Linguistic discrimination | Linguistic diversity) | Legal system (➦ Criminal justice system ➦ Police reform ➦ Prison abolition) | Medical system reform | Mental health | Microaggressions | Population movement (➦ Forced displacement ★ Migration ➦ Immigration ★ Immigration activism ★ Undocumented residents rights) | Prison change (➦ Prison abolition ➦ Prison reform) | Racism (see also Antiracism) | Reproductive justice (➦ Abortion | Reproductive labor) | Right-wing activism | Surveillance | Trade treaties | Water justice | Women's rights (➦ Feminicide ➦ Violence against women)

General topics: [TBD]
Age & generation groups: Children | Youth | Elderly | Generations (➦ [TBD])
Citizenship, residency, migrant groups: Citizens | Immigrants | Migrants | Refugees | Undocumented residents
Gender groups: LGBTQ | Men | Women
Economic groups: [TBD]
Professional & Occupational groups: (See also in this menu under "In Disciplines & Professions" > "Professions") Knowledge workers | Professionals | Veterans
Religious groups: [TBD]

Issues in LowerEd Research Activism: Discipline | Preservice teaching | Teaching | Curriculum (re)design
LowerEd Personnel & Research/Activism: Administration | Students

General topics: [TBD]
Arts (Creative & Performing Arts): Architecture | Art (➦ Digital arts ➦ Street art ➦ Textile art) | Music (➦ Ethnomusicology) | Performance studies | Theater
Science, Technology, Engineering, Mathematics (STEM): AI (artificial intelligence) | Computer science | Data science | Engineering (➦ In Silicon Valley) | Environmental sciences
"None, or All of the Above": Organic intellectuals | Public intellectuals

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Explanation: The content of the Research + Activism Bibliography is kept as a group library in the Zotero bibliography manager, and then pulled into this WordPress site through the ZotPress plug-in. Showing the bibliography on our WordPress site allows us to organize and narrate tagged categories to create what amounts to a conceptual map. But search capabilities are simpler. More advanced searching is available through direct online access to our Zotero bibliogaphy (but Zotero's own interface does not allow us to organize and narrate our tags).
For more advanced and granular search by author, title, year, and tag (with abstracts available), use the online interface of the Zotero group library holding our content. Click on "Go to Arrow to right, black Zotero"
Online inferface of Zotero library underlying the Research + Activism Bibliograpy.
Online inferface of Zotero library underlying the Research + Activism Bibliograpy.

by Date by Author

 

Discussions and other resources that relate scholar-activism or activism to teaching and courses.

 

Duke University Press. “Syllabus: Critical University Studies Syllabus.” Duke University Press, 2022. https://www.dukeupress.edu/Explore-Subjects/Syllabi/Critical-University-Studies-Syllabus. Cite
Roy, Jeff. “Towards Decolonial Pedagogies of World Music.” Ethnomusicology Forum 31, no. 1 (2022): 50–69. https://doi.org/10.1080/17411912.2021.1985562. Cite
Ordem, Eser. “Participatory Action Research in a Listening-Speaking Class in Second Language Teaching: Towards a Critical Syllabus.” Educational Action Research ahead-of-print, no. ahead-of-print (2021): 1–17. https://doi.org/10.1080/09650792.2021.1898431. Cite
Fahs, Breanne, and Eric Swank. “Sexualities in Revolt: Teaching Activism, Manifesto Writing, and Anti-Assimilationist Politics to Upper-Division Undergraduates.” American Journal of Sexuality Education 16, no. 3 (2021): 375–93. https://doi.org/10.1080/15546128.2021.1924909. Cite
Hernández, Leandra H., and Stevie M. Munz. “Autoethnography as Assessment: Communication Pedagogies as Social Justice Activism.” Communication Teacher 35, no. 3 (2021): 229–46. https://doi.org/10.1080/17404622.2021.1923769. Cite
Tan, Shzr Ee. “Whose Decolonisation? Checking for Intersectionality, Lane-Policing and Academic Privilege from a Transnational (Chinese) Vantage Point.” Ethnomusicology Forum 30, no. 1 (2021): 140–62. https://doi.org/10.1080/17411912.2021.1938447. Cite
Alexander, William L., E. Christian Wells, Martha Lincoln, Brittany Y. Davis, and Peter C. Little. “Environmental Justice Ethnography in the Classroom: Teaching Activism, Inspiring Involvement.” Human Organization 80, no. 1 (2021): 37–48. https://doi.org/10.17730/1938-3525-80.1.37. Cite
Wichelns, Kathryn. “Black Realism Matters; or, A Syllabus Is Still a Terrible Thing to Waste.” American Literary Realism 53, no. 2 (2021): 100–105. https://muse.jhu.edu/article/774684. Cite
Zembylas, Michalinos. “Necropolitics and Sentimentality in Education: The Ethical, Political and Pedagogical Implications of ‘Making Live and Letting Die’ in the Current Political Climate.” Pedagogy, Culture & Society 29, no. 3 (2021): 415–29. https://doi.org/10.1080/14681366.2020.1747108. Cite
Rolón-Dow, Rosalie, and April Davison. “Theorizing Racial Microaffirmations: A Critical Race/LatCrit Approach.” Race Ethnicity and Education 24, no. 2 (2021): 245–61. https://doi.org/10.1080/13613324.2020.1798381. 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
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
Williams, Sherri. “The Black Digital Syllabus Movement: The Fusion of Academia, Activism and Arts.” The Howard Journal of Communications 31, no. 5 (2020): 493–508. https://doi.org/10.1080/10646175.2020.1743393. Cite
Clark, Meredith D. “Remaking the #Syllabus: Crowdsourcing Resistance Praxis as Critical Public Pedagogy.” Communication, Culture & Critique 13, no. 2 (2020): 222–41. https://doi.org/10.1093/ccc/tcaa017. Cite
Bivens, Kristin Marie, Kirsti Cole, and Leah Heilig. “The Activist Syllabus as Technical Communication and the Technical Communicator as Curator of Public Intellectualism.” Technical Communication Quarterly 29, no. 1 (2020): 70–89. https://doi.org/10.1080/10572252.2019.1635211. Cite
Bartmes, Natalie, and Shailesh Shukla. “Re-Envisioning Land-Based Pedagogies as a Transformative Third Space: Perspectives from University Academics, Students, and Indigenous Knowledge Holders from Manitoba, Canada.” Diaspora, Indigenous and Minority Education 14, no. 3 (2020): 146–61. https://doi.org/10.1080/15595692.2020.1719062. 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
Williams, Sherri. “The Black Digital Syllabus Movement: The Fusion of Academia, Activism and Arts.” Howard Journal of Communications 31, no. 5 (2020): 493–508. https://doi.org/10.1080/10646175.2020.1743393. Cite
Reilly, Paul. “Curation, Connections and Creativity: Reflections on Using Twitter to Teach Digital Activism,” 2020. https://doi.org/10.24377/LJMU.jsml.vol1article356. Cite
Farago, Flora, Jennifer Richter, and Beth Blue Swadener. “What Is to Be Done? Scholar-Activism in the Era of COVID-19.” Praxis Center (blog), 2020. https://www.kzoo.edu/praxis/scholar-activism/. Cite
Harris, Tina M., Anna M. Dudney Deeb, and Alysen Wade. “Dear White People: Using Film as a Catalyst for Racial Activism against Institutional Racism in the College Classroom.” In Racialized Media, 283–306. New York, USA: New York University Press, 2020. https://doi.org/10.18574/9781479807826-016. Cite
Phull, Kiran, Gokhan Ciflikli, and Gustav Meibauer. “Gender and Bias in the International Relations Curriculum: Insights from Reading Lists.” European Journal of International Relations 25, no. 2 (2019): 383–407. https://doi.org/10.1177/1354066118791690. Cite
Salomón, Amrah J. “Teaching About Power and Inequity When Qualitative Methods Are Devalued.” Critical Ethnic Studies, 2019. http://www.criticalethnicstudiesjournal.org/blog/2019/8/4/teaching-about-power-and-inequity-when-qualitative-methods-are-devalued. Cite
Higgins, Marc, and Sara Tolbert. “A Syllabus for Response-Able Inheritance in Science Education.” Parallax (Leeds, England) 24, no. 3 (2018): 273–94. https://doi.org/10.1080/13534645.2018.1496579. Cite
Kishimoto, Kyoko. “Anti-Racist Pedagogy: From Faculty’s Self-Reflection to Organizing within and beyond the Classroom.” Race Ethnicity and Education 21, no. 4 (2018): 540–54. https://doi.org/10.1080/13613324.2016.1248824. Cite
Workplace Journal. Scholactivism. Vol. 30. Workpace, 2018. https://ices.library.ubc.ca/index.php/workplace/issue/view/No%2030%20%282018%29. Cite
Romano, Sarah T., and Courtenay W. Daum. “Conclusion: Teacher-Scholar-Activists in the Era of Trump: Where Do We Go from Here?” New Political Science 40, no. 3 (2018): 599–604. https://doi.org/10.1080/07393148.2018.1487113. 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
Hytten, Kathy. “Teaching as and for Activism: Challenges and Possibilities.” Philosophy of Education 2014, 2017. https://www.semanticscholar.org/paper/Teaching-as-and-for-Activism%3A-Challenges-and-Hytten/4c095eaa16f13261d82448ebc44cba65f0cc126a. Cite
American Historical Association. “Tenure, Promotion, and the Publicly Engaged Academic Historian (Updated 2017).” American Historical Association (AHA), 2017. https://www.historians.org/jobs-and-professional-development/statements-standards-and-guidelines-of-the-discipline/tenure-promotion-and-the-publicly-engaged-academic-historian. Cite
Wessel, Andrea Larayne. “Scholar Activism in Higher Education: A Narrative Study of Faculty Roles.” M.A. Thesis, Washington State University, 2017. http://www.dissertations.wsu.edu/Thesis/Spring2017/a_wessel_052717.pdf. Cite
Croom, Natasha N. “Promotion beyond Tenure: Unpacking Racism and Sexism in the Experiences of Black Womyn Professors.” The Review of Higher Education 40, no. 4 (2017): 557–83. https://eric.ed.gov/?id=EJ1149319. 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
Laes, Tuulikki, and Patrick Schmidt. “Activism within Music Education: Working towards Inclusion and Policy Change in the Finnish Music School Context.” British Journal of Music Education 33, no. 1 (2016): 5–23. https://doi.org/10.1017/S0265051715000224. Cite
Spitzer-Hanks, D. T. “Process-Model Feminism in the Corporate University.” Gender and Education 28, no. 3 (2016): 386–400. https://doi.org/10.1080/09540253.2016.1166180. Cite
Mora, Juliane. “Socially Constructing Learning Space: Communication Theory and Pedagogy for Social Justice.” The Review of Communication 16, no. 2–3 (2016): 176–91. https://doi.org/10.1080/15358593.2016.1187455. Cite
Twitter. “Twitter, #CharlestonSyllabus (Hashtag).” Twitter Search. Twitter, 2016. https://twitter.com/search?q=%23CharlestonSyllabus, https://twitter.com/search?q=%23CharlestonSyllabus. Cite
Benbow, Candice. “Lemonade Syllabus.” Syllabus. Issuu, 2016. https://issuu.com/candicebenbow/docs/lemonade_syllabus_2016. Cite
Hubain, Bryan S., Evette L. Allen, Jessica C. Harris, and Chris Linder. “Counter-Stories as Representations of the Racialized Experiences of Students of Color in Higher Education and Student Affairs Graduate Preparation Programs.” International Journal of Qualitative Studies in Education 29, no. 7 (2016): 946–63. https://doi.org/10.1080/09518398.2016.1174894. Cite
Blain, Keisha N. “#Charlestonsyllabus.” Syllabus. African American Intellectual History Society, 2015. https://www.aaihs.org/resources/charlestonsyllabus/. 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
Goldrick-Rab, Sara. “What Is ‘Scholar Activism’?” The Synapse (blog), 2015. https://medium.com/synapse/what-is-scholar-activism-1b746ef38b0b. Cite
Pasque, Penny A., and Juanita Gamez Vargas. “Performances of Student Activism: Sound, Silence, Gender, and Dis/Ability.” New Directions for Higher Education 2014, no. 167 (2014): 59–71. https://doi.org/10.1002/he.20105. Cite
Koch, Julie M., Julie B. Ross, Joel Wendell, and Maria Aleksandrova-Howell. “Results of Immersion Service Learning Activism With Peers: Anticipated and Surprising.” The Counseling Psychologist 42, no. 8 (2014): 1215–46. https://doi.org/10.1177/0011000014535955. Cite
Teel, Karen. “Getting out of the Left Lane: The Possibility of White Antiracist Pedagogy.” Teaching Theology & Religion 17, no. 1 (2014): 3–26. https://doi.org/10.1111/teth.12156. Cite
Suzuki, Daiyu, and Edwin Mayorga. “Scholar-Activism: A Twice Told Tale.” Multicultural Perspectives 16, no. 1 (2014): 16–20. https://doi.org/10.1080/15210960.2013.867405. Cite
Hentges, Sarah. “Hip Hop Syllabus: AME/MUS 303 Hip Hop: Art, Culture, and Politics.” Radical Teacher 97, no. 97 (2013): 62–69. https://doi.org/10.5195/rt.2013.42. Cite
Finn, Sarah. “Writing for Social Action: Affect, Activism, and the Composition Classroom.” University of Massachusetts Amherst, 2013. ScholarWorkds@UMassAmherst. https://scholarworks.umass.edu/open_access_dissertations/791. Cite
Flood, Michael, Brian Martin, and Tanja Dreher. “Combining Academia and Activism: Common Obstacles and Useful Tools.” Faculty of Law, Humanities and the Arts - Papers (Archive) 55, no. 1 (2013): 17–26. https://ro.uow.edu.au/lhapapers/89. 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