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

Integrating Durkheim’s concept of social solidarity and Weber’s notion of professional responsibility, this paper aims to explore the perception of global solidarity among academics and their perceived role in addressing social, political, and humanitarian crises on a global scale. By examining through the dual lens of social innovation and solidarity the experience of the ACADEMICS4GAZA (A4G) initiative, where academics volunteer themselves as tutors for university students in conflict-ridden Gaza, the study seeks to understand how academics view their professional responsibility in times of crisis and whether their actions align with a broader commitment to global solidarity. The findings reveal that initiatives like A4G represent not only an act of solidarity but also a form of social innovation. The academics involved move beyond the traditional boundaries of knowledge production to actively respond to pressing societal issues. On the other hand, however, the A4G initiative exposes a tension existing within the academia. 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, which can be understood as organic solidarity—acknowledging the interdependence between their academic role and global societal needs. Moreover, evidence suggests that universities are far from immune to political influences tied to international conflicts. Such influences appear to undermine academics’ perceptions of their safety and actual freedom of speech on and off campus, directly and indirectly promoting self-censorship, and challenge the intellectual independence expected within the academic community.