Anti-racist scholar-activism raises urgent questions about the role of contemporary universities and the academics who work within them. As profound socio-racial crises collide with mass anti-racist mobilisations, this book focuses on the praxes of academics working within, and against, their institutions in pursuit of anti-racist social justice. Amidst a searing critique of the university’s neoliberal and imperial character, Joseph-Salisbury and Connelly situate the university as a contested space, full of contradictions and tensions. Drawing upon original empirical data, the book considers how anti-racist scholar-activists navigate barriers and backlash in order to leverage the opportunities and resources of the university in service to communities of resistance. Showing praxes of anti-racist scholar-activism to be complex, diverse, and multifaceted, and paying particular attention to how scholar-activists grapple with their own complicities in the harms perpetrated and perpetuated by higher education institutions, this book is a call to arms for academics who are, or would like to be, committed to social justice.
Rachel Sykes, Jennifer Daly, and Anna Maguire Elliot
rural Pacific North- and Midwest of the United States and the infusion of her Christian faith into her fiction and nonfiction can be – and has been – read as regressive or nostalgic. However, her fiction and nonfiction engage with the rural as a marginalised site of modernity. Robinson's novels often focus on constructions of race and gender in the context of the pastoral and the challenges and failures of white allyship aligned with civil rights causes. Her essays also fiercely and more directly critique the conservative politics of the neoliberaluniversity, nuclear
In this broad sweep, Mayo explores dominant European discourses of higher education, in the contexts of different globalisations and neoliberalism, and examines its extension to a specific region. It explores alternatives in thinking and practice including those at the grassroots, also providing a situationally grounded project of university–community engagement. Signposts for further directions for higher education lifelong learning, with a social justice purpose, are provided.
little doubt that we had encouraged more critical world views and ignited a desire for social justice amongst our students. Upon reflection and an analysis of the surveyed views of our students, however, we realised that we had in fact failed to move beyond what we refer to as bounded social change – that is to say, despite developing politically charged sessions, students struggled to see how they could use their critical understanding beyond the immediate context of the neoliberaluniversity.
We had not done
unquestioningly what we
recognize as the neoliberalUniversity, an institution that has too easily
accepted its misrepresentation as a mechanism for the privatization of
knowledge in a society dedicated to the service of increasing the wealth
of a specific class of individuals. The class in question may now be
wider than the 6% privileged elite of the 1930s, say, yet it is still a class
that is encouraged to see itself as divorced from the social and public
good, at least in terms of its motivations for seeking and deploying
knowledge. Within the now enlarged class of people
either we do truly radical research or we are incorporated into the neoliberaluniversity. I believe that all of us operate in contradictory spaces.
Rosa cautions us against viewing ‘radical research’ and the ‘neoliberaluniversity’ as binary opposites, and encourages us instead to recognise our contradictory practices and the contradictions of the university. In doing so, she implies that complicity is not absolute: we are not totally ‘incorporated into the neoliberaluniversity
Hannah Jones, Yasmin Gunaratnam, Gargi Bhattacharyya, William Davies, Sukhwant Dhaliwal, Emma Jackson, and Roiyah Saltus
outside the neoliberaluniversity ’, ACME: An International E-Journal for Critical
Geographers , 9 ( 2 ): 245–75 .
Back , L.
Puwar , N.
( 2013 ) Live
Methods , Malden : Wiley-Blackwell .
Beebeejaum , Y.
Durose , C.
Rees , J
academics should use their power against, rather than in support of, the ideologies, institutions, structures, and systems that maintain the status quo. In this rendering, in service sits at the very core of anti-racist scholar-activism, serving as an important anchor point for our praxes.
The counter-hegemony of the in service orientation of anti-racist scholar-activism becomes more apparent still when viewed in the context of, or in contrast to, the neoliberaluniversity. As we discussed in the book's Introduction, the neoliberalisation of higher
. This institution carries out its seminars in a
variety of countries, including France and Cuba. It seeks to bridge the gap between
theory and action by working with activists in connection with such movements
and parties as Podemos, which was founded in Spain in the aftermath of the 15-
M/¡Democracia Real YA! demonstrations.
Nostalgia for the Humboldtian model?
Most of this work can be regarded as providing an alternative to the neoliberaluniversity. When confronting the neoliberaluniversity, people often nostalgically
lapse into exalting some ‘golden age
cultural theory driven agencies, renders the adult education or LLL
provided exciting. It is significant as underlined in Chapters 4 and especially 5 in
that it creates liminal spaces for alternative ways of doing things. Excessive control,
Whither European universities and LLL?
top-down management, bureaucratisation and standardisation, all hallmarks of
neoliberalism, restrict these spaces, hence the widely expressed dissatisfaction
with the neoliberaluniversity.
We have seen how students in Austria, Hungary, Croatia and other parts of