HigherEd Teaching & Curricula (by author)

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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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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.

 

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
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
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
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
Benbow, Candice. “Lemonade Syllabus.” Syllabus. Issuu, 2016. https://issuu.com/candicebenbow/docs/lemonade_syllabus_2016. 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
Blain, Keisha N. “#Charlestonsyllabus.” Syllabus. African American Intellectual History Society, 2015. https://www.aaihs.org/resources/charlestonsyllabus/. 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
Carter, Christopher. “The Student as Organic Intellectual.” Works and Days 21, no. 1 & 2 (2003): 339–60. 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
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
Contemporary Asian Studies Division, UC Berkeley. “Curriculum Philosophy for Asian American Studies.” Amerasia Journal 2, no. 1 (1973): 35–46. https://doi.org/10.17953/amer.2.1.c1q2417432641274. 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
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
darinljensen, Author. “Teacher-Scholar-Activist.” Teacher-Scholar-Activist, n. d. https://teacher-scholar-activist.org/. Cite
Duke University Press. “Syllabus: Critical University Studies Syllabus.” Duke University Press, 2022. https://www.dukeupress.edu/Explore-Subjects/Syllabi/Critical-University-Studies-Syllabus. 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
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
Few, April L., Fred P. Piercy, and Andrew Stremmel. “Balancing the Passion for Activism with the Demands of Tenure: One Professional’s Story from Three Perspectives.” NWSA Journal 19, no. 3 (2007): 47–66. https://www.jstor.org/stable/40071228. 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
Goldrick-Rab, Sara. “What Is ‘Scholar Activism’?” The Synapse (blog), 2015. https://medium.com/synapse/what-is-scholar-activism-1b746ef38b0b. 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
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
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
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
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
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
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
Johnson, Richard. “What Is Cultural Studies Anyway?” Social Text, no. 16 (1986): 38. https://doi.org/10.2307/466285. Cite
Johnson, E. Patrick. “Performance and/as Pedagogy: Performing Blackness in the Classroom.” In Appropriating Blackness: Performance and the Politics of Authenticity, 219–56. Duke University Press, 2003. https://www.jstor.org/stable/j.ctv11cw2rh. Cite
Keil, Charles. “Applied Sociomusicology and Performance Studies.” Ethnomusicology 42, no. 2 (1998): 303–12. https://doi.org/10.2307/3113893. 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
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
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
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
Linse, Angela, and Jennifer Turns. “Diversity Resources Workshop: Diversity Statements as a Tool for Integrating Diversity into Engineering Teaching Practice.” Women in Engineering ProActive Network, Inc., 2004. https://journals.psu.edu/wepan/article/download/58339/58027. 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
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
Muller, Steven. “The Limits of Scholarly Activism.” PS 2, no. 4 (1969): 582–90. https://doi.org/10.2307/417983. 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
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
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
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
Pieterse, Alex L., Sarah A. Evans, Amelia Risner-Butner, Noah M. Collins, and Laura Beth Mason. “Multicultural Competence and Social Justice Training in Counseling Psychology and Counselor Education: A Review and Analysis of a Sample of Multicultural Course Syllabi.” The Counseling Psychologist 37, no. 1 (2009): 93–115. https://doi.org/10.1177/0011000008319986. Cite
Pinar, William F. “The Researcher as Bricoleur: The Teacher as Public Intellectual.” Qualitative Inquiry 7, no. 6 (2001): 696–700. https://doi.org/10.1177/107780040100700603. 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
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
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