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Activist scholarship, radical subjects,and political engagements: novel and necessary

  • L. Hanson [1]
    1. [1] University of Saskatchewan

      University of Saskatchewan

      Canadá

  • Localización: Ikaskuntza-irakaskuntza akademikoaren eremu berriak arakatzen / Universidad del País Vasco - Euskal Herriko Unibertsitatea (aut.), 2019, ISBN 978-84-1319-033-4, págs. 942-946
  • Idioma: inglés
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  • Resumen
    • Derived from more than thirty years of political activism that has informed my scholarship, thispaper (and poster) describe and problematize the praxis of ‘politically motivated’ engagements ofradical academics. Drawing from literature in the field, the different and sometimes contradictoryemphases in the terms ‘community-engaged scholarship’ (CES) and ‘activist scholarship’ (AS) lead meto submit that the politically explicit approach of AS more unambiguously allows its practitioners toname and embrace the unsettling power differentials, in-commensurabilities and contradictions of allengaged scholarly work oriented toward social change. My observations on AS are embellished withlearnings accrued from several deliberate dialogues with non-academics in social movements in whichI have worked in long-term engagements in Saskatoon, Saskatchewan, (Canada) and in Nicaraguanfeminist, anti-mining and student movements. The intent of the dialogues was two-fold: 1) to deepenmy understanding of community-located activist perspectives on university-located activist scholarship,both locally and globally, and 2) to enter into a reflective space with activist colleagues in a process wecalled “mirroring” —attempting to see each other through a solidarity lens— in order to clarify the mostvalued modes of activist/academic and student engagement.The literature, dialogues and reflections illuminate how a radical subject position calls forconstant shape-shifting and re-imagining both inside and outside of academe. They also highlightedcontradictions and tensions, which raised unsettling questions: about academic authenticity, aboutprivilege and humility, about the reification of dichotomies and othering in the discourse of CES, aboutperverse incentives of engaged scholarship currently flourishing in academe, and about the liberaland/or settler-colonialist “strive toward innocence” that implicitly runs through much communityengagement.


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