The representation of the economic, political, cultural and, more importantly, global interrelations between agents involved in the process of intellectual activity is at the core of the inquiry in this volume that scrutinizes a distinct transformation occurring in the modalities of intellectual production also detectable in the changing role of academics themselves. In our transitional era, due to a worldwide political and economic crisis since 2008, world powers are slowly shifting into different positions of authority making the debate concerning intellectual contributions to public discourse timelier than ever. This is the second edited volume on the topic by Silvia Nagy-Zekmi and Karyn Hollis. In 2010 they co-edited "Truth to Power: Public Intellectuals in and Out of Academe." This book is divided into two parts. Part I, Homo Academicus: Making the Case, contains the following: (1) From Rational to Relevant: What Counts as "Public" Knowledge? (J. Scott Andrews); (2) From the Organic to the Accidental: Cultural Studies and the Proliferation of Contemporary Categories of the Academic as Public Intellectual (Handel K. Wright); (3) Beyond the Specialist/Generalist Framework? Reflections on Three Decades of the Comparative History of Intellectual Discourse (Kjetil Ansgar Jakobsen); (4) Homo Academicus, Quo Vadis? (Jan Servaes); (5) The Enemy Within? Intellectuals and Violence in the "Postmodern Condition" (Matteo Stocchetti); (6) "Far Out!" : The Existential Situation of the African-American Public Intellectual (Adebe DeRango-Adem); and (7) Language and Limitations: Toward a New Praxis of Public Intellectualism (Kathryn Comer and Timothy Jensen). PART II, Case Studies, contains the following: (8) Should Philosophers Become Public Intellectuals? (Sam Rickless); (9) The Ethics of Public Intellectual Work (David Beard); (10) Antonio Cornejo Polar and the Engagement of Intellectuals (Ulises J. Zevallos-Aguilar); (11) International Perspectives on Speaking Truth to Power (D. Ray Heisey); (12) imagined Community Service: The Need for Queer Approaches to Service Learning (Amin Myers); and (13) Writing with an Accent (Lahcen Ezzaher). (Contains 1 figure.)