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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.

Abstract only
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 neoliberal university, nuclear

in Marilynne Robinson
Community engagement and lifelong learning
Author: Peter Mayo

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.

Resistance within and against the university
Remi Joseph-Salisbury and Laura Connelly

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 neoliberal university. 48 We had not done

in Anti-racist scholar-activism
Why ‘University’?
Thomas Docherty

unquestioningly what we recognize as the neoliberal University, 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

in The new treason of the intellectuals
Remi Joseph-Salisbury and Laura Connelly

either we do truly radical research or we are incorporated into the neoliberal university. I believe that all of us operate in contradictory spaces. Rosa cautions us against viewing ‘radical research’ and the ‘neoliberal university’ 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 neoliberal university

in Anti-racist scholar-activism
Open Access (free)
Collaborations
Hannah Jones, Yasmin Gunaratnam, Gargi Bhattacharyya, William Davies, Sukhwant Dhaliwal, Emma Jackson, and Roiyah Saltus

outside the neoliberal university ’, ACME: An International E-Journal for Critical Geographers , 9 ( 2 ): 245–75 . Back , L. and Puwar , N. ( 2013 ) Live Methods , Malden : Wiley-Blackwell . Beebeejaum , Y. , Durose , C. , Rees , J

in Go home?
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Accountability, usefulness, and accessibility
Remi Joseph-Salisbury and Laura Connelly

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 neoliberal university. As we discussed in the book's Introduction, the neoliberalisation of higher

in Anti-racist scholar-activism
Peter Mayo

. 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 neoliberal university. When confronting the neoliberal university, people often nostalgically lapse into exalting some ‘golden age

in Higher education in a globalising world
Peter Mayo

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, 112  113 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 neoliberal university. We have seen how students in Austria, Hungary, Croatia and other parts of Europe have

in Higher education in a globalising world