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 |
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| 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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| 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. |
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| ISSN: | 0018-1560 1573-174X |
| DOI: | 10.1007/s10734-025-01431-1 |
