Abstract
In this essay, we are resituating the practices of academic citizenship within a digimodern academy. We propose that in a world of fragmented narratives surrounding higher education in America, academics should act as stewards of what ever positive higher education narratives they wish to promote and to align their academic citizenship practices accordingly. We argue that rather than having narratives imposed upon academics externally, there is power in creating and controlling our own narratives. This essay situates the academy in a digimodern context, and it explores the connection between power and narratives about higher education. This essay then examines academic citizenship in light of creating and maintaining higher education narratives and finally illustrates how it may look in practice.
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