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<p>Integrating Durkheim’s concept of <i>mechanical</i> and <i>organic</i> solidarity with Weber’s notion of <i>professional responsibility</i> and <i>social action</i>, 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>

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Academics on the frontline. To what extent does global solidarity pervade the academic world? The case of ACADEMICS4GAZA

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  • 发表日期：

    2025年3月20日

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  • Fabio Carbone

摘要

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.