In this episode of Changemaker Q & A, produced by the School of Social Impact, host Tiyana J. sits down with Dr Sheldon to explore a concept he calls guerrilla scholarship—an inventive approach to research and knowledge creation outside the conventional academy. What emerges is a provocative argument for rewiring how we define scholarship, who gets to do it, and under what conditions.
From Clay Tablets to Counter-Terror Training
Dr Sheldon’s intellectual journey is anything but linear. He completed his doctorate in Ancient Near Eastern Studies at the University of California, Berkeley, in the late 1990s—focusing on clay tablets and papyri. But rather than pursuing a traditional academic career, he realised the narrow lanes of the institution didn’t afford him the kind of creative mobility he craved.
Instead, he co-founded a university for intelligence professionals—executive protection and counter-terrorism operatives—thus charting a path from archaeology to spy-training. He later worked in science youth education, founded a small publishing company, and co-designed an amateur rocket project. Throughout, a theme emerged: “If I had stayed in academia, there is no way I could have done this,” he said.
All of this leads him to argue: there is “a hidden university outside the university”—and for those willing to improvise, the possibilities are expansive.
What Is Guerrilla Scholarship?
Dr Sheldon defines guerrilla scholarship as “doing intellectual work in unconventional and creative ways to improve our communities and make a difference in the world.”
He distinguishes it from typical “independent scholarship” by emphasising:
- Unconventional sources: Not just the usual peer-reviewed journal or university library. For example, U.S. law requires each congressional district to maintain a government documents repository—connecting researchers to top experts and unique materials.
- Improvisation and resourcefulness: He recounts a story of a library lending a scholar “scholar-in-residence” letterhead so they could gate-crash a conference.
- Networked thinking: He stresses keeping a daily notebook—ideas, readings, observations—and cultivating a broad and eclectic network, including people outside one’s formal discipline.
- Freedom from institutional constraints: Academia often limits research by discipline or funding stream, whereas guerrilla scholarship thrives on agility.
Why Now? The Case for New Modes of Knowledge-Making
Dr Sheldon’s critique of academia echoes a growing conversation about the limitations of the traditional higher-education model. Research shows that many scholars are locked into narrow institutional frames, and that independent scholarship has been under-recognised.
For example, analysis by the Federation of American Scientists argues that relying solely on universities for innovation “is a mistake,” and that independent scholarship offers a viable, flexible alternative (fas.org).
Meanwhile, scholarship suppression is increasingly documented as a real impediment within academic institutions—where ideas can be constrained by funding, discipline, or politics (mdpi.com).
Together, these point to the urgency of alternative intellectual pathways—and this is where guerrilla scholarship stakes its claim.
Practical Advice for Aspiring Guerrilla Scholars
In the conversation, Dr Sheldon offered concrete tips for people eager to embark on this alternative route:
- Keep a notebook: Record everything that catches your attention, then revisit and harvest the good ideas.
- Build a diverse network: Seek people with different training, experiences, and perspectives—even outside academia.
- Start small: Rather than launching a university, begin with a modest project or event, then scale.
- Use institutional hacks: Libraries may help you access experts or materials in creative ways.
- Seek creative funding: Identify individuals or organisations whose values align with your project, and tailor your pitch accordingly.
For those in a cost-of-living squeeze, Dr Sheldon emphasised public libraries, contacting authors directly for papers, and using open-source or used books as entry points.
A Larger Vision: Re-imagining Higher Education
Dr Sheldon did not shy away from critiquing higher education. He characterised the current U.S. system as “under assault” and afflicted by self-inflicted damage—including administrative bloat and an erosion of academic freedom.
He wonders whether academia can be fixed—or whether new, small, distributed, networked institutions are what’s needed.
If he could wave a magic wand, he suggested a model inspired by medieval universities: small colleges, minimal overhead, academic freedom, liberal arts curriculum, and distributed networks rather than large centralised campuses.
He argued that society cannot expect people under constant economic stress to engage deeply with big ideas; we must reclaim leisure and intellectual space.
Why It Matters for Australia —and for Change Makers
Here in Australia—amid cost-of-living pressures, precarity, and the drive to “get a job” through university—Dr Sheldon’s ideas carry extra weight. Many young scholars feel trapped in narrow academic tracks or that their interdisciplinary work doesn’t fit neatly into institutional categories. His approach offers a way to reclaim curiosity, creativity, and community.
For change-makers, NGO workers, educators, activists or knowledge-seekers frustrated by the academy, guerrilla scholarship offers a posture of agency, openness, and freedom.
It invites us to ask: What knowledge could I build if I weren’t bound by discipline, funding, or reputation? What could my notebook, network, and curiosity deliver?
