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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.

This book provides an account of the University of Manchester's struggle to meet the government's demands for the rapid expansion of higher education in the 1950s and the 1960s. It looks at the University's ambitious building programme: the controversial attempts to reform its constitution and improve its communications amid demands for greater democracy in the workplace, the struggle to retain its old pre-eminence in a competitive world where new ‘green field’ universities were rivalling older civic institutions. The book tells the story, not just from the point of view of administrators and academics, but also from those of students and support staff (such as secretaries, technicians and engineers). It not only uses official records, but also student newspapers, political pamphlets and reminiscences collected through interviews.

Amanda Alencar
Julia Camargo

eighteen Venezuelan women, aged from 20 to 48 years old, living in Brazil between three months and three years. Most of them were single and only three said they were married. Except for two women, the majority reported having childcare or eldercare responsibilities. Eleven participants have higher education or had to interrupt it because of the migratory process, whereas the other participants said they had completed secondary or technical education. Ten women mentioned they were looking

Journal of Humanitarian Affairs
Matthew Hunt
Sharon O’Brien
Patrick Cadwell
, and
Dónal P. O’Mathúna

multilingual communication and higher education in communities affected by conflict and crisis, including an online module, ‘Rapid Response Humanitarian Interpreting’, that provides insights into the basic techniques required to work as or with humanitarian interpreters. 3 TWB is active in many crisis settings, mainly focused on written translation but increasingly addressing oral interpretation. 4 Another example is the Red T organisation, which protects

Journal of Humanitarian Affairs
Open Access (free)
Lewis Hine’s Photographs of Refugees for the American Red Cross, 1918–20
Sonya de Laat

1418.10134 . Gatrell , P. ( 2017 ), ‘ Refugees – What’s Wrong with History? ’, Journal of Refugee Studies , 30 : 2 , 170 – 89 , doi: 10.1093/jrs/few013 . Germano , W. ( 2015 ), Migrant, Refugee. The Chronicle of Higher Education: Lingua Franca, Language and Writing in Academe blog , 8 September , (accessed 8 September 2021 ). Gorin , V. ( 2014 ), ‘ “Millions of children in deadly peril” : utilisation des photographies d’enfants affamés par Save

Journal of Humanitarian Affairs
Open Access (free)
Young Palestinian men encountering a Swedish introductory programme for refugees
Nina Gren

practices are, as we will learn, experienced as constraining and excluding. 162 Refugees and the violence of welfare bureaucracies In addition, I claim that the bureaucratic labelling of my interlocutors as ‘refugees’ (Zetter, 1991), whose reason for migrating was fleeing persecution and violent conflict, conceals their aspirations to attain or continue higher education. This co-existence (or sometimes blending) of different motivations for mobility, and its connection to imagining a better life in faraway places after migration, is well-known within anthropology

in Refugees and the violence of welfare bureaucracies in Northern Europe
Open Access (free)
Ben Stork

higher education in ‘Sydni’ depicts education as fundamentally an economic value proposition, moving the commercial beyond earlier discourses of opportunity, community uplift and inclusion, into the picture of financialized capitalism. Instead, ‘Sydni’ and the UNCF's revised slogan represent education as a speculative transaction wherein present investment either pays out or is paid back, later, and entrepreneurial students pursue college as a hedge against declining labour market outcomes. What is learned in university classrooms, much as what is produced in

in The entangled legacies of empire
An introduction
Budd L. Hall

, that we live in. It is a world where greed continues to be celebrated and economic growth stubbornly put forward time and time again. This is the world that our work as researchers, as teachers, as activists, as scholars and intellectuals, as higher education (HE) administrators, must address. Gandhi used a Sanskrit word in his teachings to say that we must measure the success of our work in terms of how it serves ‘Antyodaya’, the last person. This is the challenge of our generation. The organization and structure of this book There has been a significant increase of

in Knowledge, democracy and action
Experiences from higher education institutions
Felix M. Bivens

5 Curricular and pedagogical impacts of community-based research: experiences from higher education institutions Felix M. Bivens Introduction Universities no longer monopolize knowledge. Once seen as society’s primary institution for preserving, creating and disseminating knowledge, higher education institutions (HEIs) now find themselves in a world in which knowledge is too commercially valuable and omnipresent to be contained within academy walls. The advent of the knowledge economy has seen the proliferation of other organizations, many profit driven, which

in Knowledge, democracy and action
Arthur B. Gunlicks

are chambers for attorneys, notaries, tax advisers, and accountants, but not for business consultants, salesmen, or driver training instructors. Nor are there any chambers for scientific, artistic, educational or journalistic professions.97 Universities and specialized schools of higher education (Fachhochschulen) Institutions of higher education enjoy academic freedom as a constitutional right and have the right of self-government “within the framework of the laws.” In general these are Land laws, but these reflect the provisions of the Federal University Framework

in The Länder and German federalism