Creating a Faculty Activism Commons for Social Justice

Finding Hope in the Messy Truth
1. Auflage 2025
ISBN: 978-1-032-68928-9
Verlag: Routledge

Buch, Englisch, 240 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 357 g

This timely book shines a light on social justice activism within higher education, calling for a conceptual space of faculty activism to share and build on the work of others who came before.

Written by expert social justice academics, this volume provides a collection of honest, critically reflective personal narratives by those who are leading systemic change within their institutions. The faculty authors share openly about their experiences, motivations, challenges, alliances, hopelessness, hopefulness, and what they wish they had known from the start. Topics include addressing systemic racism, changing discriminatory academic policies, establishing resources for historically marginalized students, advocating for a more diverse faculty and staff, educating the campus about bias, among others. This book empowers social justice academics to navigate the complexities of institutional procedures, recognize invisible walls that slow progress, and curate coalitions for systemic change.

Uniquely addressing the joys and challenges of creating systemic change, the book will be essential reading for faculty involved in social justice activism within their universities and colleges. The book will also be relevant for all those in the fields of social justice, community engagement, critical higher education, psychology, and sociology.

Zielgruppe

Academic, Postgraduate, and Professional Reference

Autoren/Hrsg.

Case, Kim A.

Warner, Leah R.

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Sozialwissenschaften Pädagogik Pädagogik Bildungswesen: Organisation und Verwaltung
• Sozialwissenschaften Psychologie Allgemeine Psychologie Sozialpsychologie
• Sozialwissenschaften Soziologie | Soziale Arbeit Soziologie Allgemein

Inhaltsverzeichnis

1. Introduction An Invitation to The Faculty Activism Commons: Strength Through Truth-Telling and Vulnerability 2. Navigating Performative Activism and Invisibility: I Can’t Believe What You Say Because I See What You Do 3. Shifting and Persisting in the Face of Failure: Learning from what did not work 4. “Himpathy”, Apathy, and Ageism: The Formal Complaint as a Necessary Form of Activism 5. Unpacking Toxic Social Justice Cannibalism: The Call is Coming from Inside the House 6. More Than a Name: Centering Students in a Faculty-Student Activism Collaboration 7. Reflections on our Departmental Journey to Collective Equity, Diversity, and Inclusion Action 8. The Squeaky Wheel gets the Required Diversity Course and Faculty Certification 9. Building a Professional On-campus Organization to Support Women and Mothers 10. Entrenched or In the Trenches: Institutionalized Hijacking of Faculty Engaged in Campus Activism 11. Faculty Versus Administrator Anti-Racist Activism: How Much Progress Justifies the Struggle? 12. Aligning Financial Aid and Academic Standing Policies to Support Racially and Economically Minoritized Students 13. Transforming Structures of Whiteness: The Joys and Pains of Reimagining University Leadership 14. Advancing Collegewide Accessibility: Making Lasting Change Despite High Turnover

Über Autor(innen)

Kim A. Case, Ph.D., is a Professor of Psychology at Virginia Commonwealth University. She investigates the systemic impact of workplace dominant cultural norms and practices on how academics navigate job demands with particular attention to health, performance, and retention outcomes. Her faculty development podcast and consulting (www.drkimcase.com) supports social justice academics tackling topics such as job crafting, values alignment, and invisible labor.

Leah R. Warner, Ph.D., is a Professor of Psychology at Ramapo College of New Jersey. Her interdisciplinary scholarship concerns integrating intersectionality into psychological research and teaching strategies for addressing controversial social issues within U.S. sociopolitical contexts. She has received the Society for the Psychological Study of Social Issues Teaching Innovation and Action Teaching Awards, is a SPSSI fellow, and serves on the editorial boards of Sex Roles and Psychology of Women Quarterly.