Organic Intellectuals

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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 (➦ BiodiversityClimate changeEnvironmental 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 (➦ GentrificationHouselessness (including homelessness)Housing reformSkidrow) | 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 systemPolice reformPrison abolition) | Medical system reform | Mental health | Microaggressions | Population movement (➦ Forced displacementMigrationImmigrationImmigration activismUndocumented residents rights) | Prison change (➦ Prison abolitionPrison reform) | Racism (see also Antiracism) | Reproductive justice (➦ Abortion | Reproductive labor) | Right-wing activism | Surveillance | Trade treaties | Water justice | Women's rights (➦ FeminicideViolence 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 artsStreet artTextile 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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by Date by Author

 
Arowosegbe, Jeremiah O. Claude E. Ake: The Making of an Organic Intellectual. South Africa / Oxford: NISC (Pty) Ltd / African Books Collective, 2019. http://www.jstor.org/stable/10.2307/j.ctvhn0d7c. Cite
Harris, Christopher. “The Black Organic Intellectual Tradition and the Challenges of Educating and Developing Organic Intellectuals in the 21st Century.” The Journal of Intersectionality 2, no. 1 (2018): 51–107. https://doi.org/10.13169/jinte.2.1.0051. Cite
Lundström, Ragnar. “Greening Transport in Sweden: The Role of the Organic Intellectual in Changing Union Climate Change Policy.” Globalizations 15, no. 4 (2018): 536–49. https://doi.org/10.1080/14747731.2018.1454677. 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
John, Catherine. “Caribbean Organic Intellectual: The Legacy and Challenge of Erna Brodber’s Life Work.” Small Axe 16, no. 3 (2012): 72–88. https://muse.jhu.edu/article/489739. Cite
Rowe, Aimee Carrillo. “Romancing the Organic Intellectual: On the Queerness of Academic Activism.” American Quarterly 64, no. 4 (2012): 799–803. https://doi.org/10.1353/aq.2012.0046. Cite
Srivastava, Neelam. “The Travels of the Organic Intellectual: The Black Colonized Intellectual in George Padmore and Frantz Fanon.” In The Postcolonial Gramsci. Routledge, 2011. Cite
Yogev, Esther, and Nir Michaeli. “Teachers as Society-Involved ‘Organic Intellectuals’: Training Teachers in a Political Context.” Journal of Teacher Education 62, no. 3 (2011): 312–24. https://doi.org/10.1177/0022487110397841. Cite
Carter, Christopher. “The Student as Organic Intellectual.” Works and Days 21, no. 1 & 2 (2003): 339–60. Cite
Morales, Aurora Levins. “Certified Organic Intellectual.” In Telling to Live: Latina Feminist Testimonios, 27–32. Duke University Press, 2001. https://doi.org/10.1515/9780822383284-004. Cite