My recent six-year stint at the Ford Foundation gave me a chance to support and co-lead a very ambitious project that convened dozens of esteemed scholars, media professionals, and activists to study how scholarly knowledge could confront and help remedy inequality in the US. The project, Building Knowledge for Social Justice, sought responses to inequality not only under the law, but in political, economic, and cultural life. It was in this context that Prudence Carter and Sean Reardon’s paper, Inequality Matters, had its origins.
The goal of Building Knowledge for Social Justice was to elevate the ways that scholars and their institutions could participate in a movement to reduce inequality in American society. The project began with the premise that scholars engaged in advancing knowledge and promoting public understanding could 1) lay the intellectual foundations for reshaping how Americans make sense of systematic inequality, and 2) help to ground in theory and evidence new policy ideas and advocacy tools for disrupting it. We also examined how best to address the current norms, structures, and practices of scholarship that act as barriers to bringing useful knowledge into the public sphere.
The project made two major recommendations for action by researchers and their institutions. First, scholars across fields should develop research agendas that yield new, and more fully developed, concepts, evidence, and narratives that could help Americans understand how:
Second, academic institutions should prioritize partnerships with those seeking to solve chronic and rising social and economic problems. This requires both producing and assigning high value to policy-relevant scholarship and research anchored in local communities. Campuses should also establish institutes that bring together academics, media practitioners, community leaders, and activists around research, leadership development, and media/communications, with the goal of shifting current public discourse and policy debates to reduce inequality and advance social justice.
So, what has happened as a result of this project and its findings? The following examples, in addition to the Inequality Matters, provide a glimpse into the work that has followed.
The Building Knowledge for Social Justice project ended formally in 2009, but its work goes on, both in projects like those described here, and in the work of the scholars, activists, and communications professionals who were at the heart of the project. Inequality Matters speaks to its continuing impact. What goes without saying, however, is that there is so much more for all of us to do.