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Purposeful conversations with educators at the University of Malta indicate that self-affiliation with activism varies by discipline and by impactful activism-related successes. The study identifies academic devaluation of activism and role-balancing challenges, then analyzes student-learning benefits and systemic barriers through curricular approval cases, concluding with strategies to disrupt obstacles.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/moving-from-chasm-to-convergence-benefits-and-barriers-to-academic-activism-for-social-justice-and-equity/594712/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/moving-from-chasm-to-convergence-benefits-and-barriers-to-academic-activism-for-social-justice-and-equity/594712.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the article frame academic activism for social justice and equity?","Question",{"text":112,"@type":113},"It links academic work and activism using liminality and the inclusion of personal voice central to Scholarly Personal Narrative methodology. The approach treats activism as something that can be embedded in academic life rather than separate from it.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What factors influence educators’ self-affiliation with activism in the article?",{"text":117,"@type":113},"Purposeful conversations suggest self-affiliation is influenced by academic discipline and by impactful successes related to activism. These results highlight how context and experience shape willingness to identify as an activist.",{"name":119,"@type":110,"acceptedAnswer":120},"What barriers and learning benefits does the article identify?",{"text":121,"@type":113},"Barriers include devaluing activism within academic structures and balancing academic, activism, and personal roles, alongside systemic barriers such as the maintenance of privilege. 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Using the concept of liminality and the inclusion of personal voice that is central in Scholarly Personal Narrative methodology, this article explores academic activism in multiple ways. First, a series of“purposeful conversations” with educators at the University of Malta suggest that the level of self-affiliation with activism is influenced by academic discipline and the presence of impactful successes related to activism. Challenges within academic activism include devaluing activism within academic structures, and balancing the roles and actions of academic, activism, and personal lives. Second, benefits of activism in student learning are described, including (a) using synoptic learning as a curricular organizing concept for intellectual development, equity, and social justice and (b) exploring activism as a robust organizing concept for student learning across disciplines. Third, systemic barriers (e.g., maintenance of privilege) and anti-activism as moral high ground (e.g., activism as dangerous, too radical, narrowly appropriate, and unnecessary) are identified using two examples of curricular approval processes at a Midwestern university. Fourth, strategies to disrupt barriers to academic activism suggested by these results arepresented.  \nKeywords: Academic activism, systemic inequities, curriculum, Scholarly Personal Narrative, liminality, synoptic learning  \nAuthor bio: Dr. Barbara Rose is an Associate Professor in the Department of Teacher Education. Her research interests focus on equity and social justice.  \nAuthor E-mail: [flannebj@miamioh.edu](flannebj@miamioh.edu)  \nI am an academic activist. Even as I write the words as the author of this piece, I have a lingering reluctance to make the claim that I am an activist, fearing that I am unworthy to assert something that should be reserved for those who have risked more, done more, achieved more in creating change. For me, defining and owning my personal activism as an academic is a tough nut to crack. Describing the process “in a nutshell” is more complex than the idiom allows. I define activism for myself broadly, framed by a widely used quote by Marian Wright Edelman, Founder of the Children’s Defense Fund, and two questions by social justice activist Paul Kivel. Edelman said, “Enough committed fleas biting strategically can make even the biggest dog uncomfortable and transform even the biggest nation. You just need to be a flea against injustice.” Being a flea for justice can take many forms. Despite the frequency of narrow definitions of what activism is, there are few impactful, positive deeds that are not activism.  \nKivel (2011) asked, “What do you stand for? Who do you stand with?” (p. 316) . In my experience, the first question is more easily answered than the second, as actions taken to “stand with” require applications of beliefs through behaviors that may not be easy. Who one stands with reveals the truth of what one believes, where “the rubber hits the road.”  \nThe scope of this article is shaped by the following additional context ofwho I am and what Ido. My work as an academic activist emphasizes teaching and curricula with an always present eye toward improving issues of social justice and equity. Another focus is exploring institutional structural barriers to educational equity. The essence of what I believe about my own academic activism is that my choices in teaching, scholarship, and service are guided by a belief that what I can do has impact, whether immediate or long-term, whether visible to me or not. My actions are driven by persistence, and my strategies derive from application of skills where I am strongest. I am compelled to pu","cbCaioQYR5uf9xVP","https://ap.wps.com/l/cbCaioQYR5uf9xVP","pdf",637858,12,"English","# Abstract\n## Conceptual Approaches: Moving from Chasm to Convergence\n## Liminality","[{\"question\":\"How does the article frame academic activism for social justice and equity?\",\"answer\":\"It links academic work and activism using liminality and the inclusion of personal voice central to Scholarly Personal Narrative methodology. The approach treats activism as something that can be embedded in academic life rather than separate from it.\"},{\"question\":\"What factors influence educators’ self-affiliation with activism in the article?\",\"answer\":\"Purposeful conversations suggest self-affiliation is influenced by academic discipline and by impactful successes related to activism. These results highlight how context and experience shape willingness to identify as an activist.\"},{\"question\":\"What barriers and learning benefits does the article identify?\",\"answer\":\"Barriers include devaluing activism within academic structures and balancing academic, activism, and personal roles, alongside systemic barriers such as the maintenance of privilege. Benefits for student learning include using synoptic learning to support intellectual development, equity, and social justice, and treating activism as a robust organizing concept across disciplines.\"}]","Moving from Chasm to Convergence - Benefits and Barriers to Academic Activism for Social Justice and Equity | PDF",1792079691]