Academics on the Frontline. To What Extent Does Global Solidarity Pervade the Academic World? The Case of ACADEMICS4GAZA
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| Title: | Academics on the Frontline. To What Extent Does Global Solidarity Pervade the Academic World? The Case of ACADEMICS4GAZA |
|---|---|
| Language: | English |
| Authors: | Fabio Carbone (ORCID |
| Source: | Higher Education: The International Journal of Higher Education Research. 2026 91(2):587-608. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Faculty, Teacher Responsibility, Global Approach, Social Problems, World Problems, Foreign Countries, Volunteers, Tutors, Tutoring, Distance Education, College Students, War, Conflict, Political Influences, Teacher Role, Change Agents, Social Values |
| Geographic Terms: | Palestinian Territories |
| DOI: | 10.1007/s10734-025-01431-1 |
| ISSN: | 0018-1560 1573-174X |
| Abstract: | Integrating Durkheim's concept of "mechanical" and "organic" solidarity with Weber's notion of "professional responsibility" and "social action," this paper explores academics' perceptions of global solidarity and their perceived role in addressing social, political, and humanitarian crises on a global scale. To this end, the study qualitatively examines the social dynamics surrounding ACADEMICS4GAZA (A4G), an initiative involving academics worldwide who volunteer as remote tutors for university students in the post-October 7 conflict-ridden Gaza Strip. The findings reveal that initiatives like A4G represent both an act of solidarity and a potential form of bottom-up social innovation. Nevertheless, the A4G initiative also exposes tensions within the education sector. For some academics, their role remains tightly bound to the traditional functions of knowledge production. For others, participation in initiatives such as A4G demonstrates a commitment to a broader global community. This sentiment aligns more closely with mechanical rather than organic solidarity, and this, coupled with the absence of political or institutional support, may limit the potential of initiatives like A4G to evolve into impactful social innovations. Moreover, the evidence suggests that universities are far from immune to political influences tied to international conflicts, which undermine academics' perceptions of their actual freedom of speech, directly and indirectly promote self-censorship, and ultimately challenge the intellectual independence expected within the academic community. This study aims to stimulate a debate on the role of academics as agents of change and social innovation through education and direct engagement in humanitarian actions. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506475 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwEuMyKcJ9nMFqxHjeC-GWe7AAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDAQYjcM3NBkps08UlAIBEICBm5YUplYKlUVtO1s8jsjA_8FTNIKe5QBz6KZl9EnIM6Cedh1fewjKbIpTlCnV8stRQQMzqcIBxrbiuiDw3bpZvznUl7VHa2_lEnwg5gtYyZqYo7diKK22MmTLix4ZJCpZ-PBR6riKzUWe5nmOuPdojKrA6iXHv3afFmDHNE7fufIkWpKip7qf6BaeGJDeJB0iEFxZ33ZnQ6EJh9MQ Text: Availability: 1 Value: <anid>AN0191500341;hie01feb.26;2026Feb13.06:44;v2.2.500</anid> <title id="AN0191500341-1">Academics on the frontline. To what extent does global solidarity pervade the academic world? The case of ACADEMICS4GAZA </title> <p>Integrating Durkheim's concept of mechanical and organic solidarity with Weber's notion of professional responsibility and social action, this paper explores academics' perceptions of global solidarity and their perceived role in addressing social, political, and humanitarian crises on a global scale. To this end, the study qualitatively examines the social dynamics surrounding ACADEMICS4GAZA (A4G), an initiative involving academics worldwide who volunteer as remote tutors for university students in the post-October 7 conflict-ridden Gaza Strip. The findings reveal that initiatives like A4G represent both an act of solidarity and a potential form of bottom-up social innovation. Nevertheless, the A4G initiative also exposes tensions within the education sector. For some academics, their role remains tightly bound to the traditional functions of knowledge production. For others, participation in initiatives such as A4G demonstrates a commitment to a broader global community. This sentiment aligns more closely with mechanical rather than organic solidarity, and this, coupled with the absence of political or institutional support, may limit the potential of initiatives like A4G to evolve into impactful social innovations. Moreover, the evidence suggests that universities are far from immune to political influences tied to international conflicts, which undermine academics' perceptions of their actual freedom of speech, directly and indirectly promote self-censorship, and ultimately challenge the intellectual independence expected within the academic community. This study aims to stimulate a debate on the role of academics as agents of change and social innovation through education and direct engagement in humanitarian actions.</p> <p>Keywords: Education; Academia; Education in emergencies; Solidarity; Epistemic violence; Epistemicide; Studies in Human Society Political Science Sociology Education Specialist Studies In Education</p> <p>We recognize that continuing to live as if nothing is happening is a lie, yet we view every attempt at a proactive response with cynicism. What remains is only the story of a civilization in decline, where we carry on with our daily activities, merely getting by while awaiting the final collapse." (Macy and Johnstone, 2021 : 102</p> <hd id="AN0191500341-2">Introduction</hd> <p>This study is about academic solidarity, namely, academics' role in the fight against epistemic violence, particularly in area of conflict. Recent years have seen growing attention to the challenges facing education in prolonged conflicts and crises. In response to this increasing concern, the present work aims to enhance understanding on the perception that academics presently have about their role in these contexts. Namely, the study investigates academics' volunteer engagement with "conflict sensitive education"[<reflink idref="bib1" id="ref1">1</reflink>] (INEE, [<reflink idref="bib34" id="ref2">34</reflink>]: 12) and education in emergency (EiE), an emerging domain addressing the provision of educational opportunities in crisis-affected settings, such as conflict zones, natural disasters, and forced displacement scenarios, where conventional educational systems are disrupted or non-existent.</p> <p>To reach this goal we analysed the motivations and perceptions of the academics involved the ACADEMICS4GAZA (A4G) initiative. The latter emerged as an international volunteer-based initiative providing remote academic support to students in the post-October 7th conflict-ridden Gaza Strip. By analysing the motivations, challenges, and perceptions of the scholars serving as volunteers for A4G, an initiative which may be labelled as humanitarian responses in context of crises, this paper contributes to the ongoing debate on the academic profession, namely, the role of academics in the context of crisis and conflicts, beyond their more traditional responsibility to contributing for the extension of theory and the mere production of recommendations.</p> <hd id="AN0191500341-3">Aims and relevance of the study</hd> <p>The primary aim of this study is to examine the active involvement of academics in humanitarian interventions, particularly within conflict zones, addressing existing gaps in the literature concerning their real-time contributions to assist fellow academics and students in need. While there has been considerable attention to institutional partnerships and post-conflict educational initiatives, there remains a significant lack of understanding regarding how individual academics engage in immediate humanitarian activism during active conflicts. In this sense, we address the pressing need for empirical investigation into the ethical and emotional challenges faced by academics in times of crises, and their choice to get involved in humanitarian initiatives rather than remain perpetual observers, nestled in the classical "ivory tower".</p> <p>The present study seeks to answer the following research question: To what extent academics' perceived responsibility extends beyond the production of knowledge to encompass broader moral and social commitments?</p> <p>The goal is thus twofold: theoretical, to advance understanding upon which building the necessary debate on how academics can contribute to positive changes not only through critical, theoretical reflection, but also by fostering inclusive solutions, helping to shape a future where peace is seen as a tangible objective rather than a distant ideal; and practical, to provide insights for shaping and informing future policies and initiatives aimed at providing educational support within active conflict scenarios.</p> <p>The study of academics' attitudes towards humanitarian activism is particularly relevant and timely, especially in light of the data presented in the Global Peace Index 2023 (Institute for Economics and Peace, [<reflink idref="bib35" id="ref3">35</reflink>]). The report reveals a continued deterioration in global peacefulness. Our future appears far from the post-historical ideal of peace that many—in line with Fukuyama's theorisation of the end of history ([<reflink idref="bib29" id="ref4">29</reflink>])—had hoped for.[<reflink idref="bib2" id="ref5">2</reflink>] In this context of growing challenges in maintaining and promoting peace worldwide, should academics—custodians of knowledge and educators of future generations—continue to remain neutral observers? Or could their role be reconsidered—also in light of the new technologies available—to implement interventions that ensure the human right to education and counter forms of epistemic injustice?</p> <hd id="AN0191500341-4">Context and background</hd> <p>This study analyses the experience, motivations, and perceptions of volunteers involved in the A4G initiative, designed to support the student and the academic community in Gaza since October 2023. This section provides an overview of the key developments and contextual elements that frame our investigation.</p> <p>In general, the traumatic war experiences resulting from the prolonged Israeli-Palestinian conflict used to represent a concern for several agencies and it is under constant observation by practitioners and academics (see for instance: Pappé, [<reflink idref="bib54" id="ref6">54</reflink>]; Thiessen, [<reflink idref="bib65" id="ref7">65</reflink>]). Indeed, Israel has violently maintained illegal occupation of Palestinian territories in the West Bank, the Syrian Golan Heights, and East Jerusalem since 1967 (see Khalidi, [<reflink idref="bib40" id="ref8">40</reflink>]; Albanese &amp; Elia, [<reflink idref="bib1" id="ref9">1</reflink>]; Chomsky &amp; Pappé, [<reflink idref="bib9" id="ref10">9</reflink>]).</p> <p>In this sense, given the protracted trauma inflicted on Palestinians, the chair of the mental health unit of the Palestinian Ministry of Health observed that the clinical definition of post-traumatic stress disorder (PTSD) does not fit the Palestinians' reality[<reflink idref="bib3" id="ref11">3</reflink>] (see McKernan, [<reflink idref="bib50" id="ref12">50</reflink>]). In Benazzo and Benazzo ([<reflink idref="bib4" id="ref13">4</reflink>]), Gabor Mate is even clearer on the matter: "There's no post-traumatic stress disorder here, because the trauma is never <emph>post</emph>." Latest technologies just aggravated this situation. One should consider, for instance, the severe social and psychological effects of drone warfare and surveillance (extensively implemented by Israel in the West Bank and Gaza). Edney-Browne ([<reflink idref="bib23" id="ref14">23</reflink>]) observes that, in addition to causing negative effects such as social isolation and self-objectification, drone surveillance constitutes a form of psychological colonization.[<reflink idref="bib4" id="ref15">4</reflink>] Trauma for Palestinians is collective and continuous.</p> <p>Needless to say, that the above described situation has extreme negative effects on the quality of education and learning experience at all levels. Palestinian children attend school under extremely challenging conditions: classrooms are overcrowded, and military attacks, along with the loss of lives, disrupt their education and divert focus (Rosenfeld, 2004). With respect to higher education, even before the latest eruption of violence, institutions in Gaza and the West Bank operated under severe restrictions on mobility and funding (Khan, [<reflink idref="bib41" id="ref16">41</reflink>]).</p> <p>This dramatic situation got worst when, in the aftermath of the Hamas terroristic attack on Israel (2023, October 7th), a completely disproportional military response was unleashed by Israel on the Gazan population, which is still ongoing while we write. Under the claim of a right to self-defence, Israel is openly and persistently violating international and humanitarian laws (among others, please refer to the reports of the UN Special Rapporteur Francesca Albanese in Albanese &amp; Elia, [<reflink idref="bib1" id="ref17">1</reflink>]). As reported by the UN Office for the Coordination of Humanitarian Affairs ([<reflink idref="bib67" id="ref18">67</reflink>]), between October 2023 and June 2024, 37,396 people had been killed in the Gaza Strip by Israeli military attacks. However, based on more methodical observations, Khatib et al., ([<reflink idref="bib42" id="ref19">42</reflink>]: 234) affirm that "it is not implausible to estimate that (between October 2023 and June 2024) up to 186,000 or even more deaths could be attributable to the current conflict in Gaza". In its ruling of 26th January 2024, the UN International Court of Justice (ICJ) has declared Israeli violence to be at least, plausibly a genocide (ICJ, [<reflink idref="bib33" id="ref20">33</reflink>]).</p> <p>Considering all the above, the bombing of universities in Gaza should not be viewed merely as an attack on physical structures, but rather as an assault on the intellectual infrastructures, archives, student and staff records, and the scholarly work produced by the university community; in other terms, a case of violent epistemic injustice: an <emph>epistemicide</emph>.[<reflink idref="bib5" id="ref21">5</reflink>] On January 17, 2024, the Israeli military detonated 315 mines to destroy Gaza's last standing university, Al-Israa University, located south of Gaza City. The Euro-Med Human Rights Monitor ([<reflink idref="bib25" id="ref22">25</reflink>]) reports that the destruction of Al-Israa University also involved the demolition of an adjacent museum, as deliberate effort by the Israeli military to obliterate evidence of their looting of over three thousand rare artefacts housed in that museum. According to the Institute for Palestine Studies (Moaswes, [<reflink idref="bib51" id="ref23">51</reflink>]), such attacks, which devastate institutions like Al-Azhar and Al-Israa, amount to the erasure of the achievements of Palestinian scholars and contribute to Israel's ongoing epistemicide against the Palestinian people—an act closely tied to broader genocidal practices.</p> <p>This is the grim reality into which the entire academic community in Gaza has been plunged. And it is within this devastating context that A4G was born, as humanitarian initiative to support students in conflict ridden Gaza to face what Diab and Schultz ([<reflink idref="bib20" id="ref24">20</reflink>]: 1) define as "interrelated social and contextual multilevel factors contributing to academic underachievement in war and ongoing armed conflict."</p> <p>Finally, the present contextualisation would not be complete without reminding the reader that the access to education is a human right codified by international political commitment as well as many other international binding and non-binding legal instruments. The Universal Declaration of Human Rights (1948) states that "Everyone has the right to education" (Article 26); the International Covenant on Economic, Social and Cultural Rights (1966) recognizes the right to education as a means to promote "the full development of the human personality and the sense of its dignity" (Article 13); the Convention on the Rights of the Child (1989) emphasizes the importance of access to education for all children, without discrimination (Article 28); and, more recently, the United Nations 2030 Agenda—Sustainable Development Goal 4 (SDG4) recommends to "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all." The right to education is therefore considered essential for accessing other fundamental rights and for achieving social and economic justice. Yet this "right is not being fully realized for children and youth living in conflict- affected and fragile contexts" (INEE, [<reflink idref="bib34" id="ref25">34</reflink>]: 7–8).</p> <p>As such, one could safely suggest the following parallelism: if the right to education holds the same normative status as the right to health, then, as a matter of logical necessity, a parallel emerges between the humanitarian efforts of frontline humanitarian health workers and those of academics committed to ensuring access to education in conflict. Both engage in the defense of fundamental human rights, countering systemic vulnerabilities: the former combat threats to biological life, while the latter resist the deprivation of knowledge, fighting against epistemicide and epistemic injustice.</p> <hd id="AN0191500341-5">Literature review</hd> <p></p> <hd id="AN0191500341-6">On academia and solidarity in times of war</hd> <p>The debate about war and higher education is actually deeper and more complex than often assumed, with historical roots tracing back to works such as the "Higher Education in War," by Yoakum ([<reflink idref="bib74" id="ref26">74</reflink>]). The latter shows how war has historically shaped and influenced academic institutions, challenging their roles in society while simultaneously underscoring the resilience and adaptability of higher education systems during times of conflict. This historical perspective highlights how education systems are not only affected by war but can also play a critical role in post-conflict recovery and rebuilding. There is a growing body of literature, since then, on the role of education in conflict zones.</p> <p>Nevertheless, much of these works focus on the long-term impact of educational interventions on peacebuilding and post-conflict reconstruction. Among the main concerns and object of study one can find the academic underachievement in students experiencing armed conflicts (see Clark, [<reflink idref="bib13" id="ref27">13</reflink>]; Diaz, [<reflink idref="bib21" id="ref28">21</reflink>]; Emerick, [<reflink idref="bib24" id="ref29">24</reflink>]; Qotersh, [<reflink idref="bib57" id="ref30">57</reflink>]; Diab &amp; Schultz, [<reflink idref="bib20" id="ref31">20</reflink>]; and even specific reference to the experience of Palestinian students in Diab, [<reflink idref="bib19" id="ref32">19</reflink>]; and Jebril, [<reflink idref="bib39" id="ref33">39</reflink>]). Education research thus focuses mostly on institutional responses to conflicts and epistemic violence, rather than individual engagement and academic solidarity, and how academic networks may respond to ongoing crises.</p> <p>The present study aims to build on studies such as those by Sommers ([<reflink idref="bib63" id="ref34">63</reflink>]) and Paulson ([<reflink idref="bib56" id="ref35">56</reflink>]), who have examined how education can be both a tool for peacebuilding and a site of contestation in conflict-affected regions. Their studies highlight the importance of education in fostering resilience and hope, but they also point to the challenges of delivering education in contexts where infrastructure is severely compromised, and where students face constant threats to their safety.</p> <p>We found equally interesting and fundamental for the present work also the ideas by Byrne and Hall's ([<reflink idref="bib8" id="ref36">8</reflink>]) about academic partnerships in conflict zones. They found that such partnerships often serve as vehicles for both peacebuilding and capacity-building, providing students with not only academic support but also a sense of global solidarity. At the same time, though, they also cautioned against the risks of "academic saviourism," where external academics impose their own values and agendas, potentially undermining local agency. This tension between providing support and respecting local autonomy is a critical consideration for academics willing to engage in humanitarian initiatives, as we will see also in the analysis of our case study.</p> <p>A broader theoretical perspective on our field of inquiry—particularly when situated within the specific context previously outlined—requires an engagement with existing scholarship on epistemic violence—as injustice faced by oppressed individuals and groups in their capacity as knowers (Fricker, [<reflink idref="bib28" id="ref37">28</reflink>])—and epistemicide—which refers, generally speaking, to the death of the knowledge of colonised cultures and the violent imposition of Eurocentric modernity through colonialism and market globalisation (Santos, [<reflink idref="bib16" id="ref38">16</reflink>], [<reflink idref="bib17" id="ref39">17</reflink>]). Integrating these perspectives—lately conveniently resumed by Zembylas ([<reflink idref="bib75" id="ref40">75</reflink>])—allows for a more nuanced understanding of how epistemic violence operates within and beyond the specific domain under investigation.</p> <hd id="AN0191500341-7">On the academic profession</hd> <p>The argument we are advancing in this article is intrinsically connected to a more fundamental debate: the very definition of the responsibilities inherent to the academic profession. The existing literature suggests that the academic profession is shaped by both internal and external factors, with an emphasis on discipline-specific cultures and the evolving nature of academic identity (Becher &amp; Trowler, [<reflink idref="bib3" id="ref41">3</reflink>]). More recent works focus on the changing dynamics of academia, including the impact of neoliberalism, globalization, and the commodification of higher education on the academic profession (see for instance: Bourdieu &amp; Passeron, [<reflink idref="bib5" id="ref42">5</reflink>]).</p> <p>In this sense, research has highlighted the potential for universities and academic institutions to act as hubs of social innovation, fostering new approaches to addressing global challenges such as poverty, inequality, and conflict (Mulgan, [<reflink idref="bib52" id="ref43">52</reflink>]). In this discourse, the recent contribution of Finkelstein et al. ([<reflink idref="bib27" id="ref44">27</reflink>]) becomes particularly relevant, offering an empirically grounded analysis of the role of university educators in fostering dialogue on conflicts and promoting peace. By interrogating the ethical and political responsibilities of academics, Finkelstein et al. ([<reflink idref="bib27" id="ref45">27</reflink>]) highlight how higher education can serve as a critical site for engagement with contested histories, narratives of violence, and pathways to reconciliation. This perspective further complicates the ambivalent positioning of academia, revealing its potential both as a space of critical resistance and as a mechanism for sustaining hegemonic structures. Through a rigorous examination of pedagogical practices and institutional frameworks (precisely in Israel), Finkelstein et al. ([<reflink idref="bib27" id="ref46">27</reflink>]) advance the debate on whether and how academic actors can actively contribute to conflict transformation and the pursuit of a just peace. Nevertheless, based on our experience and the conclusion of other authors (see for instance Jebril, [<reflink idref="bib39" id="ref47">39</reflink>]), the aspiration to engage in honest discussions about conflicts in the classroom—free from geopolitical agendas and national propaganda, particular in the case of the conflict between Israel and Palestine—appears rather naïve. In general, however, "the expansion of educational opportunities and the improvement of learning possibilities are recognised as a prior societal challenge" and in particular the "mechanisms of social change are mainly reflected in developing new learning arrangements and its selection and diffusion" (Schröder &amp; Kuschmierz, [<reflink idref="bib60" id="ref48">60</reflink>]: 54; 58).</p> <p>In the context of our research, it is striking to observe how academic engagement, rather than serving as an instrument of peace and collective well-being, can at times operate in direct contradiction to these ideals. This paradox underscores the ambivalent nature of institutionalized knowledge production, which can either challenge or reinforce structures of power and domination, undermining the very foundations of what Hall and Tandon ([<reflink idref="bib31" id="ref49">31</reflink>]: 13) define as knowledge democracy. As Wind ([<reflink idref="bib72" id="ref50">72</reflink>]) elucidates, Israeli universities do not merely exist as neutral spaces of intellectual inquiry but actively sustain Israeli settler colonialism, military occupation, and apartheid, thereby entrenching their own complicity in the ongoing violation of Palestinian rights as recognised under international law (p.10). This case exemplifies the broader epistemic tension within academia: while scholarship has the potential to foster justice and emancipation, it can also be instrumentalized to legitimize oppression, epistemic injustice and even violence.</p> <hd id="AN0191500341-8">Gap in the literature: On academic solidarity</hd> <p>In the present study we build on the idea of the evolving nature of the academic role (Trowler, [<reflink idref="bib66" id="ref51">66</reflink>]), basing our reflections on the fact that academic profession can be seen as a system of social connections among scholars that defines their roles, relationships with students, and responsibilities to the community (Clark, [<reflink idref="bib12" id="ref52">12</reflink>]). Existing studies focus on solidarity <emph>among</emph> academics, that is, a social solidarity in academic microcultures, as Roxå and Mårtensson ([<reflink idref="bib59" id="ref53">59</reflink>]) define it. They show that the commitment to teaching—so important for the learning process—is originated exactly through forms of solidarity within these microcultures, that is, colleagues and immediate leaders (Mårtensson &amp; Roxå, [<reflink idref="bib48" id="ref54">48</reflink>]). In this sense, the study by Mårtensson and Roxå ([<reflink idref="bib48" id="ref55">48</reflink>]) demonstrates that lecturers' engagement in teaching is closely connected to the local work groups they are part of, definitively challenging the work of Reeve et al., ([<reflink idref="bib58" id="ref56">58</reflink>]: 147), whose concept of engagement defined as a "behavioural intensity tied to emotional qualities while completing a task."</p> <p>The institutional culture and collegial engagement are thus the focus of the existing literature, but there is little attention given to the sense of commitment towards the world <emph>beyond</emph> the university, including student communities outside one's own institution, and to the social responsibility felt by academics regarding issues such as the lack of access to education in certain contexts, or the prolonged exposure of students to armed conflicts. In particular, despite the growing interest in the role of academic networks in conflict zones, several key gaps remain in the literature.</p> <p>So, while there has been significant attention to institutional partnerships and post-conflict educational initiatives, less is known about how individual academics engage in real-time humanitarian interventions as expression of academic solidarity and humanitarian aid. Much of the existing research focuses on the long-term effects of education in post-conflict settings, leaving a gap in understanding the immediate, real-time contributions of academic networks during active conflicts. Considering that humanitarian activism is often linked to rapid and concrete responses to crises, as highlighted by scholars such as Chouliaraki ([<reflink idref="bib10" id="ref57">10</reflink>]) and Barnett (2011), the question of active involvement of academics becomes central. As such, there is a need to focus on the ethical and emotional challenges faced by academics who engage in such initiatives of academic solidarity.</p> <hd id="AN0191500341-9">Theoretical framework of this study</hd> <p>Émile Durkheim's theory of social solidarity, originally published in 1893, provides a crucial theoretical foundation for understanding the collective nature of the A4G initiative. The concept of solidarity, which emphasizes mutual support, empathy, and a shared commitment to common goals within and across communities (Durkheim, 1893) is not only a moral principle but also a social force that motivates individuals to engage in collective action for the common good.</p> <p>Durkheim argued that solidarity, or the bonds that unite individuals within a society, takes two main forms: <emph>mechanical</emph> solidarity, which is based on shared similarities in simpler societies; and <emph>organic</emph> solidarity, which emerges from interdependence in more complex, differentiated societies (Durkheim, [<reflink idref="bib22" id="ref58">22</reflink>]). As we will demonstrate empirically later on in this paper, the A4G initiative exemplifies mechanic solidarity, as it brings together academics from diverse disciplines and geographic regions, but the driver of the sentiment and social cohesion displayed is based on similarity (the sharing of similar values and beliefs). Global solidarity as an organic sentiment, on the other hand, would require a widespread, unanimous recognition of differences while simultaneously acknowledging mutual interdependence among the community (in this case, the academy).</p> <p>This form of solidarity, however, challenges the current understanding of solidarity and lecturers' engagement (see the literature review for details), as it is not based on shared backgrounds or direct experiences of conflict, but on an individual sense of responsibility and interdependence that transcends national and disciplinary boundaries. In Max Weber's ([<reflink idref="bib68" id="ref59">68</reflink>]) concept of professional responsibility, Weber emphasized the ethical obligations that come with professional roles, particularly in relation to the impact of one's actions on society. Weber defines social action as meaningful behaviour that considers the actions of others. In the context of A4G, academics are called upon to act not just as educators, but as mentors and advocates for students in one of the world's most volatile conflict zones. Weber's notion of the ethic of responsibility challenges academics to critically assess the consequences of their engagement in such initiatives, particularly in terms of the ethical dilemmas and potential risks involved in working with students in war zones.</p> <p>The intersection of Durkheim's and Weber's theories creates a powerful framework for understanding the A4G initiative as both an act of solidarity and an exercise in professional responsibility, and provide us the theoretical foundation to explore how academics perceive their role in society, while also considering the broader implications of academic solidarity for social change. It is indeed important to notice the theoretical connections between social innovation and solidarity.</p> <p>The importance of Weber's ([<reflink idref="bib69" id="ref60">69</reflink>]) theory of social action in sociology is fundamental, as it shifts the focus from the structural and deterministic aspects of society (such as in Comte's positivism or Marx's historical materialism) to the subjective meanings that individuals attribute to their actions. This theory also has significant methodological implications in sociology, as Weber advocates for the use of the interpretive method (<emph>Verstehen</emph>)—an approach aimed at understanding individuals' perspectives, that is, the goal is not only to explain how people act but also why they act, delving into their thought processes. The present research is not exempt from such influence.</p> <hd id="AN0191500341-10">Methodology</hd> <p>This study adopts a qualitative case study approach, designed to explore the A4G initiative in depth and within its real-life context. The case study approach is ideal for investigating contemporary phenomena where the boundaries between the phenomenon and the context are not clearly defined (Yin, [<reflink idref="bib73" id="ref61">73</reflink>]), and it offers the flexibility to gather rich, qualitative data that captures individual experiences and organizational practices (Creswell, [<reflink idref="bib15" id="ref62">15</reflink>]). The A4G initiative and its volunteers are thus examined as an instance of academic solidarity and educational support in a conflict zone, specifically in Gaza, with a focus on the motivations of tutors and organizers, as well as a broader analysis of the different reactions from the academic world.</p> <p>Multiple data collection techniques have been employed and to ensure triangulation, which strengthens the study's validity (Denzin and Lincoln, [<reflink idref="bib18" id="ref63">18</reflink>]). The techniques include administration of an open-ended questionnaire, participant observation, and document analysis, including content analysis of online platforms.</p> <p>In an effort to gather qualitative data on the motivations and experiences of A4G initiative's volunteers, 21 structured interviews were conducted through an open-ended questionnaire administrated via email. Saturation was reached (Glaser &amp; Strauss, [<reflink idref="bib30" id="ref64">30</reflink>]) and no new information was being obtained from additional interviews. The questionnaire aimed to explore the participants' personal reasons for joining the program, the challenges they have faced, and the perceived impact of their involvement in Palestinian students' lives and on their own academic lives. By employing open-ended questions, the survey allowed respondents to express their thoughts in their own words, providing richer, more nuanced insights into their motivations and reflections. This method also facilitated the identification of recurring themes and patterns across diverse individual experiences. This method allows for exploring personal motivations, perceptions, and experiences related to the initiative (Kvale &amp; Brinkmann, [<reflink idref="bib45" id="ref65">45</reflink>]). To capture personal and emotional insights, participants were invited—as the narrative inquiry proposed by Clandinin and Connelly ([<reflink idref="bib11" id="ref66">11</reflink>]) suggests—to share narratives that highlight key moments in their experience with A4G, focusing on instances of challenge, solidarity, or academic success.</p> <p>Access to tutoring sessions' reports and organizational meetings as well as the A4G's official LinkedIn page was granted, as well as access to the communication between international tutors and Gazan tutees, allowing the collection of observational data (Spradley, [<reflink idref="bib64" id="ref67">64</reflink>]). This method provided insights into the interactions between tutors and students, the type of support offered, the organizational dynamics that sustain the initiative, the motivation for the creation of the initiative and, finally, even some dissenting voices from the general academic community about the nature of the initiative. Field notes were recorded to capture communication patterns, challenges, and moments of solidarity.</p> <p>Relevant documents were analysed to understand the initiative's goals, values, and practices. This included internal reports, email exchanges, volunteer handbooks, and any publicly available statements or social media posts (Bowen, [<reflink idref="bib6" id="ref68">6</reflink>]). The analysis focused on identifying recurring themes, such as academic solidarity, the role of education in conflict zones, and the ethical challenges faced by the initiative's members.</p> <p>Finally, discourse analysis was conducted on public or semi-public online forums associated with A4G. This analysis will focus on how participants communicate about the initiative, share support, and express challenges. Thematic coding was applied to identify recurring topics such as community building, educational challenges, and academic responsibility, social innovation (Hsieh &amp; Shannon, [<reflink idref="bib32" id="ref69">32</reflink>]).</p> <p>Approval for the use of information was sought prior to data collection, ensuring that all participants provide informed consent. Confidentiality and anonymity were guaranteed, and any potentially sensitive data is handled with strict care. In line with the guidelines set by the British Educational Research Association (BERA, 2018), participants were informed they have the right to withdraw from the study at any point, and care was constantly taken to protect vulnerable groups such as students in conflict zones.</p> <hd id="AN0191500341-11">Data analysis</hd> <p>Data analysis will be conducted using thematic analysis, a method for identifying, analysing, and reporting patterns within data (Braun &amp; Clarke, [<reflink idref="bib7" id="ref70">7</reflink>]). Thematic coding was applied to interview transcripts, observation notes, documents, and focus group discussions. This process involved multiple rounds of coding to ensure that all relevant themes were captured. Key themes to be explored include motivations for participation, the role of academic solidarity, social innovation, the impact of tutoring on students' academic progress, and the ethical and logistical challenges faced by the initiative.</p> <hd id="AN0191500341-12">Limitations and positionality of the author</hd> <p>The main challenge was negotiating access to virtual spaces, but doing so provided a more comprehensive understanding of the initiative's day-to-day functioning. Moreover, in future studies we will integrate the data gathered so far with the results from focus groups with students, exploring their perceptions of the tutoring they receive and how it contributes to their academic progress in a context of prolonged conflict (Krueger &amp; Casey, [<reflink idref="bib44" id="ref71">44</reflink>]).</p> <p>Moreover, the author recognizes that his own positionality—as a scholar directly and deeply involved in the A4G initiative—has shaped the research process, acknowledging that personal backgrounds and experiences may have influenced the study's design, data collection, and interpretation of findings. Nevertheless, the numerous readings of the text by peers from vastly different cultural backgrounds, origins, and political perspectives along with the subsequent revisions, constituted a precise phase of the study deliberately undertaken to upholding objectivity, engage in reflexivity, and critically address potential biases. By openly reflecting on these factors, the study aims to enhance its overall transparency and credibility (Secules et al., [<reflink idref="bib61" id="ref72">61</reflink>]).</p> <hd id="AN0191500341-13">Findings and discussion</hd> <p></p> <hd id="AN0191500341-14">About a4g</hd> <p>The A4G initiative initially began on February 22, 2024, with a call for volunteers sent by its founder via TRINET, the Tourism Research Information Network, an electronic bulletin board that connects the international tourism research and education community. This call, however, rapidly transcended its original disciplinary boundaries, gaining traction worldwide across diverse academic fields. A4G provides critical support to the higher education students in Gaza by connecting academics from around the world who volunteer to provide them online academic tutoring, helping them to reach their academic goals despite the challenging situation. To conduct this EiE intervention, A4G applies the Guiding Principles of the Inter-Agency Network for Education in Emergencies (the Guiding Principles may be found in INEE, [<reflink idref="bib34" id="ref73">34</reflink>]).</p> <hd id="AN0191500341-15">Preliminary observation based on demographic information</hd> <p>Despite the fact that the 21 participants responded from a range of countries including Canada, Italy, the UK, Morocco, Pakistan, Portugal, and Spain, their countries of origin are mainly Italy, Morocco, Saudi Arabia, Turkey, Spain, Egypt, Portugal, and Syria. This observation suggests that there is a higher level of engagement among academics originally from Arab nations and the Mediterranean region. It is reasonable to speculate that, in the case study under analysis, academics' engagement is influenced not only by universal humanitarian values but also by a sense of ethno-cultural proximity, and possibly even political alignment.</p> <p>On the other hands, the age distribution of participants, spanning from 19 to 56 years, indicates that interest in humanitarian activism transcends age boundaries. This broad age range underscores the inclusive nature of engagement, with individuals at various stages of their lives and academic careers being equally motivated to participate in initiatives related to social responsibility and humanitarian causes. The diversity in age suggests that academic involvement in these efforts is predominantly value-driven, rather than shaped by generational differences, thereby reinforcing the shared ethical commitment across different age groups.</p> <hd id="AN0191500341-16">Qualitative coding: On volunteers' motivation</hd> <p>After examining the narratives, codes were used to categorize the responses. A resume is presented in Table 1.</p> <p>Table 1 Resume of categories and most representative informants' answers</p> <p> <ephtml> &lt;table rules="groups"&gt;&lt;thead&gt;&lt;tr&gt;&lt;th align="left"&gt;&lt;p&gt;Category&lt;/p&gt;&lt;/th&gt;&lt;th align="left"&gt;&lt;p&gt;Examples of answers related to volunteers' motivation&lt;/p&gt;&lt;/th&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt;Altruism&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;"To be of assistance" (FA)&lt;/p&gt;&lt;p&gt;"To help out students" (SD)&lt;/p&gt;&lt;p&gt;"It's a way to contribute somehow to academic solidarity, which should be done at the institutional level. As, unfortunately, this doesn't occur, I do it at a personal level." (An5)&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt;Political and humanitarian awareness&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;"Political and humanitarian sensibility" (AR)&lt;/p&gt;&lt;p&gt;"Invest in education to empower" (An1)&lt;/p&gt;&lt;p&gt;"I volunteered to create a training for the tutors because this is in my skillset and is a valuable way to contribute to the disaster relief response" (KT)&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt;Global solidarity and social change&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;"The feeling that we are a global community and we should help each other in adverse circumstances. This initiative is a good occasion to show that statement is true." (PP)&lt;/p&gt;&lt;p&gt;"Yes, (engaging with A4G initiative) drew my attention to the fact that academics must play a role that goes beyond the basics, actively intervening, collaborating and acting to help/support students who are in a war environment." (MQ)&lt;/p&gt;&lt;p&gt;"Sensitivity to the situation. Willingness to help in any way possible, in this case, through academia." (RM)&lt;/p&gt;&lt;p&gt;"I loved the initiative. I feel for Gaza. I believe education is a fundamental right and an essential component of any human." (BA)&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td align="left"&gt;&lt;p&gt;Innovation&lt;/p&gt;&lt;/td&gt;&lt;td align="left"&gt;&lt;p&gt;"I found this initiative to be innovative" (An8)&lt;/p&gt;&lt;p&gt;"I can develop new teaching approaches" (An5)&lt;/p&gt;&lt;p&gt;"A4G also expanded our thinking, introducing new ways to support people in crisis." (SD)&lt;/p&gt;&lt;p&gt;"If not physically then I can do it&amp;#8212;help the students in Gaza &amp;#8211; online" (LR)&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <p>All responses indicate a desire to aid, and although the degree of personal involvement or framing differs, the observation shows that <emph>Altruism</emph> is among the core motivation among volunteers. Less recurrent and still strongly present are the motivations grounded in a larger socio-political and ethical framework. Some responses indeed explicitly make references to <emph>Political and Humanitarian Awareness</emph>.</p> <p>It is worth to notice in this sense that some answers emphasize the transformational power of education in a conflict zone, demonstrating a proactive commitment to <emph>Global solidarity and social change</emph>. The founder of the initiative shared:I kept watching the news about the horrors happening in Gaza, the injustice and suffering of civilians, and I simply felt powerless. What made me feel even more powerless was seeing some of my friends offering concrete help to the Palestinians - bakers went to bake bread, electricians went to assist the technicians, doctors went to care for the wounded, and so on - while I, as an academic, what could I do? That's how the idea of an initiative was born, through which we academics—just like doctors and bakers—could offer tangible support: to the academic community in Gaza. (FC)</p> <p>In this sense, academics' choice to join A4G has great political importance if seen in light of what Arendt ([<reflink idref="bib2" id="ref74">2</reflink>]) stated about freedom—against the idea that freedom is an inner condition, an intimate space where individuals can evade external coercion and feel free—explaining us that freedom is not an attribute of the will but of doing and acting. Individuals indeed can only experience being free as a concrete reality of their life in the world, within the public sphere, and in their relationships with others (Arendt, [<reflink idref="bib2" id="ref75">2</reflink>]).</p> <p>Interestingly enough, some answers introduced the concept of <emph>Innovation</emph> in the context of the teaching experience as well, seeing the initiative as an opportunity to apply novel approaches to teaching. Several responses acknowledged the need to be flexible (e.g. using online methods) and even innovative in their approach (Fig. 1).</p> <p>Graph: Fig. 1 The poster announcing one of the complementary initiatives by A4G (Coding EOL1)</p> <hd id="AN0191500341-17">Further observations</hd> <p>Individuals frame their participation in A4G from practical assistance to broader ideological engagement, with education serving as a core means of impact.Volunteering with A4G connected me with my humanity. It was rewarding to assist young people suffering from war to access their right to education, just like any other human in the world. We need to support those under threat, particularly in times of ethnic cleansing. (SD)Though higher education might seem a distant hope to some young Palestinians battling to stay alive in Rafah, it was important to keep the flame of higher education burning in both Gaza and the West Bank. My background is history – I studied wars, and wars can be very long, but during wars people still make children, keep working somehow and keep thinking about their future. The main element that keeps them alive is hope. (FC)</p> <p>Cross-referencing data from various sources—such as communications between tutors and students—corroborates the profound intensity of the experiences reported. This triangulation of information provides a more comprehensive understanding of the emotional and educational challenges faced, validating the depth and impact of the initiative. Such cross-analysis enhances the reliability of findings, underscoring the authenticity of the lived experiences and the significant influence of ACADEMICS4GAZA on students navigating education amidst conflict (Fig. 2).</p> <p>Graph: Fig. 2 Screenshots of communication between A4G tutors and tutees in Gaza (Coding: A: WA1; B: WA2; C: WA5)</p> <p>Moments of joy were shared as well, as evidence WA9 (Fig. 3) shows. In this case, the support of A4G tutors was instrumental for the academic success of this student, despite the challenging condition of work.</p> <p>Graph: Fig. 3 Screenshot of communication between A4G tutor and tutee (Coding WA9)</p> <hd id="AN0191500341-18">Diverging views on academic responsibility</hd> <p>As previously anticipated and discussed in our literature review, the present study is deeply intertwined with the very definition of the academic profession itself. The findings reveal a split within the academic community in this sense. While some participants viewed their engagement as an extension of their professional role, others rejected the notion that academics should engage in direct humanitarian action. This division reflects broader tensions in higher education regarding neutrality and activism.</p> <p>The actions observed in the A4G initiative reflect deliberate, goal-driven solidarity. However, the initiative also exposed significant divisions within the academic community. As discussed earlier, these actions do not conform to Max Weber's notion of "customary action," but rather are intentional choices made by some academics with a clear humanitarian purpose which is not unanimous among academics. In fact, from the analysis of documents, emails and social networks' contents, we observed that several academics explicitly rejected the idea that supporting students in conflict zones is part of their academic role, with no obligation to intervene in such situations:</p> <hd id="AN0191500341-19">Our role is to study and produce knowledge. This is what we do. (LO)</hd> <p>This perspective underscores a narrower interpretation of academic responsibilities, separating them from volunteerism or activism. Individualism creates sharp boundaries between "my problems" and "other people's problems," leading to what Macy and Johnstone ([<reflink idref="bib47" id="ref76">47</reflink>]: 99) describe as a "fragmentation of responsibility that dominates industrialized societies."</p> <p>Quite interestingly, however, we observed that even among those who joined A4G initiative, only a portion of them (53%) acknowledge the experience as something that enhance their identity as academics, and almost half of the volunteers interviewed just do not consider to be "better academics" as a result of their participation (Fig. 4).</p> <p>Graph: Fig. 4 Data from the structured interview administrated to A4G volunteers</p> <p>Two of the many answers gathered are very representative of the lack of unanimity about the role of academics in these situations:Being a volunteer is not a responsibility nor in the academic world or in another context, it is something related to a personal attitude (PP)This (the participation into A4G initiative) is part of my responsibility as an academic (AR)</p> <p>Finally, other concerns were observed within the different reactions from the academic world, namely of a political nature:</p> <hd id="AN0191500341-20">You are helping hamas! (DS)</hd> <p>The A4G initiative offers thus a unique lens through which to examine the interplay between professional responsibility and social action in academia, as well as the diverse—and often contested—ways in which academics respond to calls for global solidarity. The active involvement of academics in supporting peers in conflict zones through humanitarian initiatives like A4G fall within Weber's ([<reflink idref="bib69" id="ref77">69</reflink>]) concept of <emph>Wertrationalität</emph>, the ideal type of social action, and professional responsibility and Social Action (Weber, [<reflink idref="bib68" id="ref78">68</reflink>]). These actions are driven by a clear sense of purpose—rooted in solidarity, humanitarian concerns, and as a response to an ethical or moral call, influenced by the social and political context of the conflict in Gaza.</p> <p>Nevertheless, according to the evidence there is no consensus—even among the volunteers—that volunteering in this initiative is intrinsically linked to the academic role. The sense of global solidarity is far for being universally shared. From the analysis of the communications between A4G's team and the academic community not involved into the initiative, emerged that some academics simply cited personal time constraints ("I don't have time"—<emph>BR)</emph>, indicating a prioritization of other professional or personal obligations.</p> <p>The observations made in light of Durkheim's ([<reflink idref="bib22" id="ref79">22</reflink>]) theory suggest that the solidarity observed in the case under study aligns with <emph>mechanical</emph> solidarity, thus characterized by a sense of sameness and shared identity. This shared basis can be understood, according to Weber's ([<reflink idref="bib68" id="ref80">68</reflink>], [<reflink idref="bib69" id="ref81">69</reflink>]) theories, as stemming from a sense of professional responsibility in the context of a value-rational social action.</p> <hd id="AN0191500341-21">Academics on the frontline or academia under siege? When intellectual integrity clashes with...</hd> <p>The ideal of academia as an independent space for critical inquiry and the pursuit of truth is increasingly challenged by the pervasive influence of political agendas and lobbying. From funding allocations to research priorities, external pressures shape academic discourse in ways that often compromise intellectual integrity. In this landscape, scholars may find themselves navigating a precarious balance between their commitment to rigorous, unbiased scholarship and the expectations imposed by powerful institutional, governmental, or corporate interests.</p> <p>One of the most unexpected findings to emerge from our research and observations is precisely this tension. While our initial focus was on the role of academics in humanitarian interventions and knowledge production in conflict settings, a deeper examination revealed that academia itself is often entangled in conflict—not only as a site of critical engagement but also as a space where political pressures, ideological battles, and economic interests may undermine scholarly independence. We find appropriate thus to discussing these data as well, in order to raise the debate on whether academia remains a bastion of resistance and intellectual courage or whether it is increasingly under siege, vulnerable to the very forces it seeks to analyse and critique. Many respondents, for instance, clearly raise the matter of the institutional/political double standard when it goes to higher education's institutional responses to crises:It depends on politic issues, I know there was an initiative to host students from Ukraine- in fact I have two in my class- but I do not know any kind of initiative related to the help students from Gaza (PP)</p> <p>In this sense, also among some of those who decided to get engaged in the initiative, we observed some reluctance to publicly associate with it, reflecting the concern about potential personal and professional risks. This observation seems to confirm the thesis supported by numbers of intellectuals, such as Mate ([<reflink idref="bib49" id="ref82">49</reflink>]) according to who anyone in the West who calls into question, even in the mildest terms, an unconditional support to Israel—despite its flagrant breaches of international and humanitarian laws—becomes the target of relentless smear campaigns. The explanation given by Pappè ([<reflink idref="bib55" id="ref83">55</reflink>]) for this singular and worrying situation is that pro-Israel lobbies successfully exert constant and effective pressure on British and American policymakers convincing them not only to turn a blind eye on Israel's crimes but also to provide even greater military support to them, denying de facto the Palestinian civilian population their human rights.</p> <p>Many volunteers were indeed hesitant to disclose their academic affiliations, choosing not to use university emails or avoiding public mention of their involvement, suggesting apprehension about potential reputational or professional repercussions. From some participants' answers emerged—at least in this specific case—a spread attitude to remaining silent about the conflict and the engagement with the A4G humanitarian initiative, as protection from the discomfort of visibility, revealing the presence of an invisible, subtle, yet powerful institutional pressure to conform.[<reflink idref="bib6" id="ref84">6</reflink>]</p> <p>Some of the responses to the question of whether participants felt comfortable discussing their involvement in the A4G initiative with their colleagues and students at their universities are indicative of a broader sense of "institutional discomfort" reported by many participants:No, I do not feel comfortable at all. Unfortunately, I realize that many members of the academic community have another perspective on the situation, so I believe this could be inconvenient on several levels for me. (RC)Unfortunately, my university itself has academic ties with the occupation, and has never been vocal about the such initiatives or even general charity initiatives. (SD)I am not comfortable sharing my political position. However, this is the reason why I have to share it. People around me are not comfortable when I am talking. It can generate a change. I can accept the consequences. (AO-G)</p> <p>Further observation indicated that this perception is not confined to A4G volunteers, and it seems to be more than a mere perception; rather, it represents a global phenomenon, with significant resonance particularly in the UK, European Union, United States of America and Australia, as extensively documented with titles such as (US) <emph>Colleges </emph>"declare war"<emph> on Gaza protest movement ahead of new term</emph> (Jack, [<reflink idref="bib36" id="ref85">36</reflink>]).</p> <p>Macy and Johnstone ([<reflink idref="bib47" id="ref86">47</reflink>]: 99–100) already noticed indeed that "by mentioning an issue, we bring it into the world's attention, which inevitably disturbs the established order. This often results in those who raise concerns being blamed for causing the discomfort of having to address a problem that could previously be ignored. When exposing a problem carries significant risks, a widespread climate of fear can foster a culture of silence." A clear example of how Macy and Johnstone's ([<reflink idref="bib47" id="ref87">47</reflink>]) theory applies to the reality here analysed can be found in a report by the academic magazine Times Higher Education, reporting on May 9, 2024 the British Prime Minister Sunak's demand for immediate disciplinary action against students participating in pro-Palestinian demonstrations, labelling them as "anti-Semitic" (Williams, [<reflink idref="bib71" id="ref88">71</reflink>]). An appeal from which Jewish scholars immediately took distance, accusing the British Prime Minister of "weaponising antisemitism" over Gaza (Jack, [<reflink idref="bib37" id="ref89">37</reflink>]). Our empirical observation, however, leads us to assert that this reality is not entirely generalized, as evidenced for instance by Jack's ([<reflink idref="bib38" id="ref90">38</reflink>]) report about dozens of Spanish universities announcing—following widespread student protests across the country—they will suspend all ties with Israeli institutions and research centres deemed to be "complicit" in the war in Gaza. Considering that Spain is among the European countries that, in response to Israel's violent actions, has recognised the State of Palestine (Landale, [<reflink idref="bib46" id="ref91">46</reflink>]), it is rather curious to note that university stances seem to reflect those of the government and—one might speculate—mutually reinforce each other.</p> <hd id="AN0191500341-22">Conclusions</hd> <p>Through volunteer tutoring and mentoring, A4G taps into the power of individual actions, academic solidarity, and collective mobilization. Nevertheless, the analysis of the A4G initiative revealed a complex landscape of academic engagement. While some participants in the study perceive their engagement with A4G is as an opportunity to align their profession with a higher humanitarian purpose, others resist this interpretation, emphasizing the boundaries between academic work and activism. Drawing on Max Weber's ([<reflink idref="bib68" id="ref92">68</reflink>]) theory of professional responsibility and social action, the participation of academics in this initiative can be viewed as a deliberate, value-driven response to a pressing global crisis. Unlike Weber's concept of customary action, where behaviours are performed unconsciously and without reflection, the involvement in A4G reflects intentional, ethical choices. Academics are making conscious decisions to act in solidarity with students in Gaza, responding to humanitarian concerns and a clear ethical call. The academics involved thereby establish networks of solidarity and shared responsibility, perfectly framed within the theories of Murray, Caulier-Grice, and Mulgan ([<reflink idref="bib53" id="ref93">53</reflink>]) on social innovation and Weber's theory of social responsibility (Weber, [<reflink idref="bib68" id="ref94">68</reflink>]).</p> <p>Evidence had shown, however, that this ethical commitment is far from unanimous within the academic community. Many academics resist the notion that their professional role includes a responsibility to intervene in global crises. In this sense, findings clearly reflect a narrower, functional view of academic responsibilities, which separates intellectual work from broader societal engagement. For some academics, their role is tightly bound to the traditional functions of knowledge production. For others, their participation in A4G reflects a commitment to a broader, global community. In this sense, the type of sentiment observed in the case under study aligns with Durkheim's ([<reflink idref="bib22" id="ref95">22</reflink>]) mechanical solidarity, characterized by a sense of similarity and shared identity among the element of the (academic) community. In this sense, the main similarity is represented by a sense of professional responsibility (Weber, [<reflink idref="bib68" id="ref96">68</reflink>]) in the setting of a value-rational social action (Weber, [<reflink idref="bib69" id="ref97">69</reflink>]). This division among academics raises thus important questions about the evolving nature of social solidarity (particularly in the academy) in a globalized world.</p> <p>The aspiration, indeed, would be for this sentiment to evolve from <emph>mechanical</emph> into <emph>organic</emph> solidarity, thus rooted in a perceived interdependence of individuals with distinct roles and contributions, that is, a shared acknowledgment by the academics of the interdependence between academic roles and global societal needs. Such a transformation, in turn, would signify a genuine and sustainable shift towards social innovation, where diversity and collaboration drive sustainable and impactful change. It is indeed Durkheim's organic solidarity, rooted in interdependence and collective responsibility across diverse groups, what aligns more closely with the social innovation's process, that seeks collaborative, novel solutions to societal problems.</p> <p>In the context of humanitarian activism—as expression of global solidarity—social innovation plays a critical role in creating and sustaining initiatives that address the immediate needs of marginalized populations while simultaneously fostering long-term social transformation (Phills, Deiglmeier, and Miller, 2008). Humanitarian activism, rooted in principles of empathy and justice, often operates in environments marked by crisis and conflict, where traditional systems fail to provide adequate support. Nevertheless, one should also keep in consideration that "for social innovation in Education and Lifelong Learning to generate impact, scale, and diffusion, initiatives require robust political support that goes beyond mere symbolic recognition" (Schröder &amp; Kuschmierz, [<reflink idref="bib60" id="ref98">60</reflink>]: 12–13), while, on the contrary, our study reveals that academia, or at least segments of it, remains dependent on external political forces which may hinder efforts toward meaningful social innovation.</p> <p>For example, double standards in institutional responses were observed during our research—such as the contrasting treatment of the Ukrainian humanitarian crisis versus the Gaza crisis—undermining the perception of academia's objectivity and its commitment to impartiality. Moreover, these inconsistencies not only affect the credibility of academic environments but also compromise their perceived safety and inclusiveness, as evidenced by participants in this study. In this sense, based on our observation, we can safely conclude that when universities become spaces of self-censorship, shaped by external policies that impose specific behaviours and perspectives, they do not only jeopardize critical inquiry and intellectual diversity, threatening the independence of scholarly work and the pursuit of unbiased knowledge, but they cannot effectively function as drivers of social innovation, as well, as a climate of self-censorship is fostered, discouraging exploration of politically sensitive or contentious topics. Said by adopting Durkheim's framework, the occurrence of <emph>mechanical</emph> rather than <emph>organic</emph> solidarity, along with political and institutional tensions, suggests an environment that lacks fertile ground for sustained and impactful social innovation.</p> <p>Nevertheless, global solidarity may be fostered when academics embrace an expanded understanding of their role in today's interconnected world. Academics, guided by professional ethics and solidarity, can actively engage in transformative global humanitarian work. In the context of increasing global uncertainty and conflicts, like the one considered for the present research, which systematically deny the fundamental human right to education and perpetuate risks of epistemic injustice, the academic profession must be reconceptualized beyond the traditional role of knowledge production. Building on Bourdieu and Passeron's ([<reflink idref="bib5" id="ref99">5</reflink>]) notion of academic capital and Trowler's ([<reflink idref="bib66" id="ref100">66</reflink>]) emphasis on the evolving nature of the academic role, the profession should integrate a commitment to humanitarian initiatives aimed at supporting academic communities in conflict-affected areas and/or victim of epistemic violence.</p> <p>This conceptual shift calls for academics not only to contribute to the advancement of knowledge within their disciplines but to actively engage in acts of academic solidarity, aligning with a broader social responsibility to counter epistemic injustice. Such solidarity can take various forms, from providing resources and support to displaced scholars to offering platforms for the voices of those silenced by conflict. This extension of the academic role challenges the boundaries of academic work and underscores the need for academics to act as agents of social change, directly addressing the disparities in knowledge access and contributing to the restoration of educational rights in marginalized communities.</p> <p>In light of the present work, academic community should engage in a serious, collective reflection on the role of academics in addressing global crises. This reflection should move beyond the confines of theory to consider how academic expertise and knowledge can be mobilized for practical, impactful action in times of need. While some may argue that academia's primary function is to produce knowledge, in lights of the present work we claim that academics also have the capacity—and perhaps the responsibility—to contribute in practice rather than merely in theory to global solidarity, positive social change and, in the last instance, peace.</p> <hd id="AN0191500341-23">Acknowledgements</hd> <p>Thanks to all those who chose to take part in this study by sharing their ideas, experiences, and opinions. A special thanks to Richard Hazenberg for his support and trust. Moreover, I sincerely thank Higher Education's Editor and the colleagues involved in the process of double-blind review for their enthusiasm towards this work and their insightful feedback. And above all, I want to acknowledge their courage and intellectual honesty—qualities never to be taken for granted in today's academic world! This study is dedicated to the students of Gaza and the volunteers of ACADEMICS4GAZA, academics who have chosen to be "on the front line". <emph>Mashallah!</emph></p> <hd id="AN0191500341-24">Funding</hd> <p>No funding was obtained for this study</p> <hd id="AN0191500341-25">Data Availability</hd> <p>The data that support the findings of this study are available from the authors upon reasonable request. Access to the data may be subject to the permission of the participants where required.</p> <hd id="AN0191500341-26">Publisher's note</hd> <p>Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.</p> <ref id="AN0191500341-27"> <title> References </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Albanese, F, &amp; Elia, C. (2023). J'accuse. Gli attacchi del 7 ottobre, Hamas, il terrorismo, Israele, l'apartheid in Palestina e la guerra. 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Higher Education. 2024. 10.1007/s10734-024-01247-5</bibtext> </blist> </ref> <ref id="AN0191500341-28"> <title> Footnotes </title> <blist> <bibtext> Conflict sensitive education is the process of (1) understanding the context in which the education policy/programme takes place; (2) analysing the two-way interaction between the context and the education policy/programme; and (3) acting to minimise negative impacts and maximise positive impacts of education policies and programming on conflict, within an organisation's given priorities (INEE, [34]: 12. See also among others: Sigsgaard, [62]; King, [43]).</bibtext> </blist> <blist> <bibtext> Francis Fukuyama himself, 30 years after his initial work, has had to revise his "end of history" thesis in light of the current global disorder. Confronted with the challenges facing democracies, he now warns us about the present risk of authoritarian regimes spreading, indicating that the struggle for liberal democracy is far from over (Fasting and Fukuyama, [26]).</bibtext> </blist> <blist> <bibtext> About the prolonged trauma inflicted on Palestinians please see Bicer and Cetinkaya (2024), as well as the work by Gabor Mate in Benazzo and Benazzo ([4]), where Maté, a Holocaust survivor, recounts his own trauma as a child: "I'm not pro-Palestinian, but I'm pro-truth. And the truth is, the Palestinians have been oppressed and suppressed and murdered and controlled and dispossessed for decades. That's just the truth. There's no post-traumatic stress disorder here, because the trauma is never post.".</bibtext> </blist> <blist> <bibtext> About the effect of drone warfare on targeted population see also Coyne and Hall, [14].</bibtext> </blist> <blist> <bibtext> <emph>Epistemicide</emph>—a concept that first appeared in the writings of de Sousa Santos ([16], later further developed in [17])—refers to the systematic destruction of knowledge systems and the erasure of the knowledge they produce (see, among others, Hall and Tandon, [31]). The concept is further explored in our literature review.</bibtext> </blist> <blist> <bibtext> In this sense it is worth to triangulate this evidence with the case of professor David Miller, terminated by the University of Bristol (UK) with the accusation of anti-Semitism for criticising the Israeli conducts ideologically related to Zionism. Later on, UK Court Rules Fired Professor's Anti-Zionist Views Are "Not Anti-Semitic." 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| Items | – Name: Title Label: Title Group: Ti Data: Academics on the Frontline. To What Extent Does Global Solidarity Pervade the Academic World? The Case of ACADEMICS4GAZA – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Fabio+Carbone%22">Fabio Carbone</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6711-4892">0000-0002-6711-4892</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Higher+Education%3A+The+International+Journal+of+Higher+Education+Research%22"><i>Higher Education: The International Journal of Higher Education Research</i></searchLink>. 2026 91(2):587-608. – Name: Avail Label: Availability Group: Avail Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 22 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Responsibility%22">Teacher Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Global+Approach%22">Global Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Problems%22">Social Problems</searchLink><br /><searchLink fieldCode="DE" term="%22World+Problems%22">World Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Volunteers%22">Volunteers</searchLink><br /><searchLink fieldCode="DE" term="%22Tutors%22">Tutors</searchLink><br /><searchLink fieldCode="DE" term="%22Tutoring%22">Tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22War%22">War</searchLink><br /><searchLink fieldCode="DE" term="%22Conflict%22">Conflict</searchLink><br /><searchLink fieldCode="DE" term="%22Political+Influences%22">Political Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Change+Agents%22">Change Agents</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Values%22">Social Values</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Palestinian+Territories%22">Palestinian Territories</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1007/s10734-025-01431-1 – Name: ISSN Label: ISSN Group: ISSN Data: 0018-1560<br />1573-174X – Name: Abstract Label: Abstract Group: Ab Data: Integrating Durkheim's concept of "mechanical" and "organic" solidarity with Weber's notion of "professional responsibility" and "social action," this paper explores academics' perceptions of global solidarity and their perceived role in addressing social, political, and humanitarian crises on a global scale. To this end, the study qualitatively examines the social dynamics surrounding ACADEMICS4GAZA (A4G), an initiative involving academics worldwide who volunteer as remote tutors for university students in the post-October 7 conflict-ridden Gaza Strip. The findings reveal that initiatives like A4G represent both an act of solidarity and a potential form of bottom-up social innovation. Nevertheless, the A4G initiative also exposes tensions within the education sector. For some academics, their role remains tightly bound to the traditional functions of knowledge production. For others, participation in initiatives such as A4G demonstrates a commitment to a broader global community. This sentiment aligns more closely with mechanical rather than organic solidarity, and this, coupled with the absence of political or institutional support, may limit the potential of initiatives like A4G to evolve into impactful social innovations. Moreover, the evidence suggests that universities are far from immune to political influences tied to international conflicts, which undermine academics' perceptions of their actual freedom of speech, directly and indirectly promote self-censorship, and ultimately challenge the intellectual independence expected within the academic community. This study aims to stimulate a debate on the role of academics as agents of change and social innovation through education and direct engagement in humanitarian actions. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1506475 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1506475 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10734-025-01431-1 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 587 Subjects: – SubjectFull: College Faculty Type: general – SubjectFull: Teacher Responsibility Type: general – SubjectFull: Global Approach Type: general – SubjectFull: Social Problems Type: general – SubjectFull: World Problems Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Volunteers Type: general – SubjectFull: Tutors Type: general – SubjectFull: Tutoring Type: general – SubjectFull: Distance Education Type: general – SubjectFull: College Students Type: general – SubjectFull: War Type: general – SubjectFull: Conflict Type: general – SubjectFull: Political Influences Type: general – SubjectFull: Teacher Role Type: general – SubjectFull: Change Agents Type: general – SubjectFull: Social Values Type: general – SubjectFull: Palestinian Territories Type: general Titles: – TitleFull: Academics on the Frontline. To What Extent Does Global Solidarity Pervade the Academic World? The Case of ACADEMICS4GAZA Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Fabio Carbone IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 0018-1560 – Type: issn-electronic Value: 1573-174X Numbering: – Type: volume Value: 91 – Type: issue Value: 2 Titles: – TitleFull: Higher Education: The International Journal of Higher Education Research Type: main |
| ResultId | 1 |
