Hacking the System

In this paper, I explore how teaching can be an act of activism; a way of hacking the neoliberal university. In doing so, I draw on our experiences with the course “Resistance, Power and Movements.” I argue that activist teaching not only involves teaching about issues related to social justice and resistance, but also engaged, horizontal teaching methods, as well as self-reflection. This implies a process of double contention. On the one hand, the course resists the outcome-oriented university that we work in by focusing on learning as a process and a form of reflection. On the other hand, the lecturers of the course seek to equip students with tools and knowledge to not only understand social change, but also become part of it.