Research + Activism in Higher Education (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

 
Alcoff, Linda Martín. “Does the Public Intellectual Have Intellectual Integrity?” Metaphilosophy 33, no. 5 (2003): 521–34. https://doi.org/10.1111/1467-9973.00246. Cite
Alegría, Margarita, Marie Fukuda, Sheri Lapatin Markle, and Amanda NeMoyer. “Mentoring Future Researchers: Advice and Considerations.” American Journal of Orthopsychiatry 89, no. 3 (2019): 329–36. https://doi.org/10.1037/ort0000416. 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
Alzate González, Jennifer. “Anti-Racist Activism and Community Self-Care at the University of Michigan.” Souls (Boulder, Colo.) 17, no. 1–2 (2015): 11–19. https://doi.org/10.1080/10999949.2015.998569. Cite
American University. “Supporting Student Activism.” American University, n. d. https://www.american.edu/ocl/activism.cfm. Cite
American University. “Freedom of Expression Guidelines.” American University, n. d. https://www.american.edu/policies/au-community/freedom-of-expression-guidelines.cfm. Cite
American University. “AU Statement on Student Involvement during Off-Campus Demonstrations and Protests.” American University, n. d. https://www.american.edu/ocl/au-statement-on-student-involvement-during-off-campus-demonstrations-and-protests.cfm. Cite
American University. “Campus Activism Guidelines.” American University, n. d. https://www.american.edu/ocl/activism-guidelines.cfm. Cite
Ash, Allison N., Redgina Hill, Stephen Risdon, and Alexander Jun. “Anti-Racism in Higher Education: A Model for Change.” Race and Pedagogy Journal: Teaching and Learning for Justice 4, no. 3 (2020): 2. https://soundideas.pugetsound.edu/rpj/vol4/iss3/2/. Cite
Askins, Kye. “‘That’s Just What I Do’: Placing Emotion in Academic Activism.” Emotion, Space and Society, Activism and Emotional Sustainability, 2, no. 1 (2009): 4–13. https://doi.org/10.1016/j.emospa.2009.03.005. Cite
Barnett, Ronald. “The Activist University: Identities, Profiles, Conditions.” Policy Futures in Education 19, no. 5 (2021): 513–26. https://doi.org/10.1177/14782103211003444. Cite
Becker, Carol. “The Artist as Public Intellectual.” Review of Education, Pedagogy, and Cultural Studies 17, no. 4 (1995): 385–95. https://doi.org/10.1080/1071441950170402. 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
Benderly, Berlyl Lieff. “The Value—and Risk—of Activism.” Science, 2015. https://www.science.org/content/article/value-and-risk-activism. Cite
Biddix, J. Patrick. “Development through Dissent: Campus Activism as Civic Learning.” New Directions for Higher Education 2014, no. 167 (2014): 73–85. https://doi.org/10.1002/he.20106. Cite
Blain, Keisha N. “#Charlestonsyllabus.” Syllabus. African American Intellectual History Society, 2015. https://www.aaihs.org/resources/charlestonsyllabus/. Cite
Bornstein, Avram, Sophine Charles, Jannette Domingo, and Carmen Solis. “Critical Race Theory Meets the NYPD: An Assessment of Anti-Racist Pedagogy for Police in New York City.” Journal of Criminal Justice Education 23, no. 2 (2012): 174–204. https://doi.org/10.1080/10511253.2011.604340. 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
Brown, Keffrelyn D. “Race as a Durable and Shifting Idea: How Black Millennial Preservice Teachers Understand Race, Racism, and Teaching.” Peabody Journal of Education 93, no. 1 (2018): 106–20. https://doi.org/10.1080/0161956X.2017.1403183. Cite
Brown, Aleia M., and Joshua Crutchfield. “Black Scholars Matter: #BlkTwitterstorians Building a Digital Community.” The Black Scholar 47, no. 3 (2017): 45–55. https://doi.org/10.1080/00064246.2017.1330109. Cite
Bui, Long. “A Better Life? Asian Americans and the Necropolitics of Higher Education.” In Critical Ethnic Studies: A Reader., 2021. https://escholarship.org/uc/item/7rg5b3h3. Cite
Burawoy, Michael. “Southern Windmill: The Life and Work of Edward Webster.” Transformation: Critical Perspectives on Southern Africa 72, no. 1 (2010): 1–25. https://doi.org/10.1353/trn.0.0062. Cite
Byrne, Virginia L., Bridget L. Higginbotham, Alice E. Donlan, and Terah J. Stewart. “An Online Occupation of the University Hashtag: Exploring How Student Activists Use Social Media to Engage in Protest.” Journal of College and Character 22, no. 1 (2021): 13–30. https://doi.org/10.1080/2194587X.2020.1860775. Cite
Campus Compact. “Rationales for Giving Engaged Scholarship Standing in Research Universities in RPT Processes.” Campus Compact, 2019. https://compact.org/trucen/research-university-engaged-scholarship-toolkit/section-b-engaged-scholarship-and-review-promotion-and-tenure-rpt/rationales-for-giving-engaged-scholarship-standing-in-research-universities-in-rpt-processes/. Cite
Cancian, Francesca M. “Conflicts between Activist Research and Academic Success: Participatory Research and Alternative Strategies.” The American Sociologist 24, no. 1 (1993): 92–106. https://doi.org/10.1007/BF02691947. Cite
Carter, Christopher. “The Student as Organic Intellectual.” Works and Days 21, no. 1 & 2 (2003): 339–60. Cite
Chakravartty, Paula. “Symbolic Analysts or Indentured Servants? Indian High-Tech Migrants in America’s Information Economy.” Knowledge, Technology & Policy 19, no. 3 (2006): 27–43. https://doi.org/10.1007/s12130-006-1028-0. 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
Cho, Katherine Soojin. “Responding to Campus Racism: Analyzing Student Activism and Institutional Responses.” UCLA, 2020. https://escholarship.org/content/qt7j10b4kn/qt7j10b4kn_noSplash_e322f7df7e7f5628e2e4f9a5a15ac811.pdf. Cite
Chrisman, Robert. “Black Studies, the Talented Tenth, and the Organic Intellectual.” The Black Scholar 43, no. 3 (2013): 64–70. https://doi.org/10.5816/blackscholar.43.3.0064. Cite
Clay, Khelani. “Resources for Supporting Protesters: Home,” 2020. https://wcl.american.libguides.com/c.php?g=1045816&p=7588683. Cite
Clennon, Ornette D. “Scholar Activism as a Nexus between Research, Community Activism and Civil Rights via the Use of Participatory Arts.” The International Journal of Human Rights 24, no. 1 (2020): 46–61. https://doi.org/10.1080/13642987.2019.1624535. 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
Collins, Patricia Hill. “Truth-Telling and Intellectual Activism.” Contexts 12, no. 1 (2013): 36–41. https://doi.org/10.1177/1536504213476244. 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
Contemporary Cultural Studies Unit. “Manifesto: The Contemporary Cultural Studies Unit.” Journal of Communication Inquiry 12, no. 1 (1988): 5–10. https://doi.org/10.1177/019685998801200102. 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
Cox, Jordana, Bonnie Moradi, and Laurie Taylor. “Best Practices for Cultivating Diversity Scholarship and Public Engagement in Tenure and Promotion (Draft),” 2016. https://ufdc.ufl.edu/AA00040771/00001/pdf. Cite
Crick, Nathan. “Rhetoric, Philosophy, and the Public Intellectual.” Philosophy & Rhetoric 39, no. 2 (2006): 127–39. https://www.jstor.org/stable/20697141. Cite
Cushman, Ellen. “The Public Intellectual, Service Learning, and Activist Research.” College English 61, no. 3 (1999): 328–36. https://doi.org/10.2307/379072. Cite
Daily Pennsylvanian Editorial Board. “Faculty Have a Responsibility to Support Student Activism,” 2019. https://www.thedp.com/article/2019/11/penn-protest-fossil-free-amy-wax-professors-philadelphia-houston-hall. Cite
Dallyn, Sam, Mike Marinetto, and Carl Cederström. “The Academic as Public Intellectual: Examining Public Engagement in the Professionalised Academy.” Sociology 49, no. 6 (2015): 1031–46. https://doi.org/10.1177/0038038515586681. 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
Doberneck, Diane. “Are We There Yet?: Outreach and Engagement in the Consortium for Institutional Cooperation Promotion and Tenure Policies.” Journal of Community Engagement and Scholarship 9, no. 1 (2019): 1–11. https://digitalcommons.northgeorgia.edu/jces/vol9/iss1/3. Cite
Dobrin, Sidney I., and Michael Eric Dyson. “Race and the Public Intellectual: A Conversation with Michael Eric Dyson.” JAC 17, no. 2 (1997): 143–81. https://www.jstor.org/stable/20866124. Cite
DocumentingTheNow (@documentnow), @BergisJules, and @edsu. “Twitter Account.” Twitter Account. Twitter, account created 2015. https://twitter.com/documentnow. Cite
Ellingson, Laura L., and Margaret Quinlan. “Beyond the Research/Service Dichotomy: Claiming ALL Research Products for Hiring, Evaluation, Tenure, and Promotion.” Women’s and Gender Studies, 2012. https://doi.org/10.1525/qcr.2012.1.3.385. 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
Eschmann, Rob. “Unmasking Racism: Students of Color and Expressions of Racism in Online Spaces.” Social Problems 67, no. 3 (2019): 418–36. https://doi.org/10.1093/socpro/spz026. Cite
Essed, Philomena. “Women Social Justice Scholars: Risks and Rewards of Committing to Anti-Racism.” Ethnic and Racial Studies 36, no. 9 (2013): 1393–1410. https://doi.org/10.1080/01419870.2013.791396. Cite