The academy can provide rich opportunities for the scholar activist through critical discourse within the classroom, consciousness building via community engagement, and leveraging diverse connections. However, the academy often upholds systemic roadblocks, at times enacting policies that further perpetuate inequities. This qualitative study takes a narrative approach to exploring the life course histories of 15 activists occupying diverse yet intersecting dimensions in the spectrum of privilege and oppression. Interviewees are uniquely connected to the academy engaging in a variety of roles and anti‐racist social justice efforts within the northwestern United States. Applying a critical consciousness framework, results highlight key functions of critical reflection and critical action as interviewees engage in critical consciousness raising (i.e., systemic root cause analysis), social justice identity formation (i.e., the politicization of one's identity), and adapting individual theories of social change. Barriers within the institution are also identified concerning the mainstreaming of service learning and university‐required diversity courses, limited structural supports for activists of color, and the institutionalized co‐opting of social change efforts. Lastly, implications for activism, scholarship, and critical pedagogy within the academy are discussed.

中文翻译：

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在学院内引导行动主义：意识建设和社会正义身份形成

该学院可以通过课堂内的批判性话语，通过社区参与建立意识并利用各种联系为学者激进主义者提供丰富的机会。但是，该学院经常坚持系统性的障碍，有时制定进一步加剧不平等现象的政策。这项定性研究采用叙事方法，探究了15名活动家的生活历程，这些活动家在特权和压迫范围内占据不同但相交的维度。受访者与该学院有着独特的联系，在美国西北部从事各种角色和反种族主义社会正义工作。应用批判意识框架，当受访者进行批判意识培养时，结果突出了批判性思考和批判行动的关键功能（即，系统性的根本原因分析），社会正义身份的形成（即，身份的政治化）以及适应社会变革的个体理论。还确定了机构内部的障碍，包括服务学习和大学要求的多元化课程主流化，对有色人种活动家的结构性支持有限以及社会变革工作的制度化选择。最后，讨论了学院内对行动主义，学术和批判教育学的意义。对有色人种活动家的有限结构性支持，以及社会变革工作的制度化选择。最后，讨论了对学院内行动主义，学术和批判教育学的影响。对有色人种活动家的有限结构性支持，以及社会变革工作的制度化选择。最后，讨论了对学院内行动主义，学术和批判教育学的影响。