On <\/span>6 <\/span>May 2024, a coalition of students from <\/span>UvA<\/span>, Vrije Universiteit (VU), and Amsterdam University College (AUC) established a Gaza solidarity encampment on the <\/span>Roeterseiland<\/span>campus. Their demands included transparency regarding the university<\/span>\u2019<\/span>s ties with Israeli institutions and the cessation of collaborations with entities implicated in human rights violations. \u200b(<\/span>Open letter<\/span><\/a>, <\/span>UvA<\/span><\/a>, <\/span>Het <\/span>Parool<\/span><\/a>, <\/span>Folia<\/span><\/a>)<\/span><\/p>\n The occupation gained attention as tensions escalated; supporters of Israel confronted the demonstrators, throwing flares and fireworks, but were driven away without police intervention. The situation intensified after midnight on <\/span>7 <\/span>May, when the university asked the help of the Mayor of Amsterdam, Femke Halsema, to clear the university grounds. Riot police, accompanied by police dogs and bulldozers, raided the encampment to evict the protesters.<\/span>169 participants were arrested. The next day, thousands of people gathered to condemn police violence on university grounds, protest sparking a second encampment at <\/span>Oudemanhuispoort<\/span>campus of <\/span>UvA<\/span>. Riot police again cleared the barricades and broke inside the encampment. Protesters were cornered and removed by the police, resulting in 36 arrests and dozens being injured by the police.<\/span><\/p>\n The protests continued through May. On <\/span>13 <\/span>May, a national walk-out was organized. The event was attended by at least one thousand students and staff members, also ending with the intervention of the riot police. The crowd was dispersed and the building closed for the day.<\/span><\/p>\n The university<\/span>\u2019<\/span>s response to the protests has been a subject of intense debate and criticism among students and faculty. Initially, <\/span>UvA<\/span> administration adopted a cautious stance, emphasizing the need to uphold campus rules and ensure the safety of all students. A spokesperson for the university stated that while protests are allowed, they shouldn\u2019t disrupt academic activities or violate university policies. This approach was viewed by many as an attempt to silence dissent rather than engage with the underlying issues raised by the protests. But can a protest be non-disruptive and still efficient? Some argue that disruption is needed to draw attention to the issues at hand, and by doing so, it will force people to confront the problem, creating a pressure for change. Disruption can range from occupying spaces to blocking traffic or interrupting events, with the aim of changing the status quo.<\/span><\/p>\n P<\/span>hoto: Andrea Kis, 2024, staff solidarity walk-out event<\/span><\/p>\n In the days following the escalation of protests, <\/span>UvA<\/span> released a statement acknowledging the students\u2019 right to express their opinions but reiterated that university policies must be respected. This included restrictions on overnight occupations and the use of face coverings during protests. Many students interpreted this as a lack of genuine support for their cause, feeling that the university prioritized maintaining order over addressing the urgent humanitarian crisis in Gaza. An open letter from faculty and staff supported the students<\/span>\u2019<\/span> right to protest and emphasized the importance of addressing human rights issues within academic institutions. The letter underscored that universities should not be complicit in human rights violations or war crimes through their collaborations.(<\/span>Folia<\/span><\/a>, <\/span>Open Letter<\/span><\/a>, <\/span>UvA<\/span><\/a>)<\/span><\/p>\n Despite these efforts, many students felt that the university<\/span>\u2019<\/span>s response was inadequate and superficial. They called for stronger action, including the establishment of a dedicated committee to address issues related to Palestine and a re<\/span>\u2013<\/span>evaluation of partnerships with Israeli universities. One year after the occupations and encampments, the general question remains: What is the role of universities in accommodating and allowing the various political, religious and cultural experiences and opinions? As part of this discussion, there is a focus on how the fundamental right for protesting can be allowed in semi-public spaces, such as universities.<\/span><\/p>\n L<\/span>ecture halls, cafeterias and libraries play a crucial role in shaping student experiences. These environments are not just venues for academic <\/span>learning<\/span>,<\/span> they are also sites for critical discourse and activism. The protests at <\/span>UvA<\/span> challenge the idea that universities should remain neutral in political matters. Instead, they argue that educational institutions must provide a platform for students to actively engage in pressing social issues. Engaging in protests and political discussions allows students to apply theoretical knowledge to real-world issues, facilitating critical thinking and civic engagement. Such activities also provide a platform for marginalized voices, promoting inclusivity and diversity within the academic community.<\/span><\/p>\n There is tension between the university<\/span>\u2019<\/span>s aims of education, research and <\/span>valorization<\/span>, and students<\/span>\u2019<\/span> desires for active participation. As one of the students expressed: \u2018As social scientists we are trained to dissect the most personal aspects of human thought and behavio<\/span>u<\/span>r, but when it comes to raising our voices for the oppressed, we are banned from expressing our opinion.\u2019<\/span><\/p>\n While activism enriches student life, it also presents challenges, particularly in a polarized political climate. Universities must navigate the fine line between supporting free expression and maintaining a safe, inclusive environment for all students. The potential for conflicts to escalate into violence or for certain groups to feel marginalized necessitates careful and thoughtful responses from university administrations. This tension underscores the importance <\/span>of fostering an environment where critical discussions about politics, identity and ethics can thrive, enriching academic experience. Interviews with students and faculty reveal a complex tapestry of emotions and motivations driving their involvement in the protests. Many students express feelings of frustration and helplessness as they witness the suffering of those in Gaza. The emotional and physical experiences during protests are equally significant. Students report a sense of empowerment when participating in collective actions, yet they also face the anxiety of potential repercussions. The eviction of protesters from the ABC building by the police has left many feeling vulnerable and demoralized. Insecurity also stemmed from the unforeseeable decisions made by the institution to restrict access to the campus buildings, to contain protest initiatives.<\/span><\/p>\n Nour, <\/span>Kamyab<\/span>, Rachel and Danielle are all students at <\/span>UvA<\/span> Faculty of Behavio<\/span>u<\/span>ral and Social Sciences, and they were involved in raising awareness for the Palestinian struggles since the beginning of the war.<\/span><\/p>\n Nour, a sociology student originally from South Lebanon, brings a lived experience of occupation and displacement to their activism. Growing up under Israeli military occupation, Nour internalized a powerful sense of resistance early on, which shaped his identity and political awareness. He reflects on how his background shaped his perspective on the conflict: \u2018I lived under Israeli occupation for the first six years of my life. I was raised with the notion of Israel as an enemy. Now, as I engage in protests, I realize how deeply personal this struggle is for me.\u2019 When arriving at <\/span>UvA<\/span>, they initially perceived it as a progressive space but soon became disillusioned with the institution<\/span>\u2019<\/span>s selective political engagement. The university\u2019s vocal support for Ukraine, contrasted with its relative silence on Palestine, deepened his <\/span>skepticism<\/span>.<\/span><\/p>\n \u2018Russia invaded Ukraine. They cut the ties. I was like: \u201cOh my God, I love this university<\/span>\u201d<\/span>. And then, Sheikh Jarrah happened, where Israeli settlers started taking <\/span>over a new neighbo<\/span>u<\/span>rhood in Palestine. And we were protesting, not on campus, but in Dam Square.\u2019<\/span><\/p>\n<\/blockquote>\n The protests became an outlet for his frustration, reinforcing the idea that universities should not only be sites of education but also of active political engagement.<\/span><\/p>\n \u2018And then October 7 happened. We started protesting on campus. It was a soft way of protesting, in the form of flyers, sit-ins, banners, etc. We protested for almost a year on campus, but no one listened. We tried again, no one listened. We tried again, no one listened. So, it was time for action.\u2019<\/span><\/p>\n<\/blockquote>\n Nour\u2019s participation in student activism is an extension of his lifelong fight for justice, seeing it as a duty rather than a choice. Similarly, he noted how the protests and his academic work intersect:<\/span><\/p>\n \u2018I think it<\/span>\u2019<\/span>s a matter of privilege right now, who protests and who doesn<\/span>\u2019<\/span>t, and who is able to and who isn\u2019t, who doesn<\/span>\u2019<\/span>t have the energy to protest or do whatever. As a person from the Middle East, affected directly by this whole situation, I don<\/span>\u2019<\/span>t think I can give my energy to this. But I<\/span>\u2019<\/span>m protesting in other ways to change the system from within. That<\/span>\u2019<\/span>s why I want to stay in academia, because I think academia is missing people like me, to change perspectives. While in my department, in sociology, the majority is supporting the pro-Palestina protesters, there are also some Zionists. And I didn<\/span>\u2019<\/span>t feel safe for a while. I decided that I don<\/span>\u2019<\/span>t want to protest anymore, but I<\/span>\u2019<\/span>m showing up every day. I think this is my way of protesting from now on. Just showing up, claiming my place, which is not theirs.\u2019<\/span><\/p>\n<\/blockquote>\n Kamyab<\/span>, a Research Master student at <\/span>UvA<\/span>, has channel<\/span>l<\/span>ed his personal experiences as an Iranian refugee into social justice activism. The escalation of violence on October 7 compelled him to confront the rising hostility toward Middle Eastern communities and deepen his advocacy for Palestinian rights. His academic research on Palestinian rights and his lived experience of authoritarianism in Iran and his experience of displacement inform his commitment, viewing activism as an extension of his identity. For <\/span>Kamyab<\/span>, the University of <\/span>Amsterdam protests provided both a platform to voice his convictions and a space to overcome internalized fears of being visible as an activist.<\/span><\/p>\n \u2018I spent decades trying to appease and take away everything \u201cethnic\u201d about myself when I appear in public <\/span>in order to<\/span> prevent any thought within the mind of white people and Dutch people, who associate me with other more dominant migrant groups like Moroccans or Turks. I have lived in constant fear of the perception of the white gaze upon me so that I<\/span>\u2019<\/span>ve had my entire life shaped by this.\u2019<\/span><\/p>\n<\/blockquote>\n Kamyab<\/span> also acknowledge<\/span>s<\/span> the difficulties of engaging in activism, the experience of standing alongside Palestinian activists and wearing a keffiyeh in public. Something they had previously hesitated to do became a significant personal and political act of defiance. His deep connection with the Palestinian people also defined his ethnographic research, continuing his activism inside the academic sphere now.<\/span><\/p>\n Rachel did her Political Science studies at <\/span>UvA<\/span>. Growing up in a politically charged environment, Rachel was influenced by her father, who had a rich history of activism during his youth in South Korea. He was part of the student movements that emerged in response to the oppressive regime of the time, where protests were often met with violence.<\/span><\/p>\n \u2018I was seventeen when Black Lives Matter happened in the US. Many of my friends had a hard time understanding civil unrest, unpeaceful and violent protesting, and why it<\/span>\u2019<\/span>s effective. Many people were saying that peaceful protesting is how it should go \u2013 remember Martin Luther King. But my dad had given me the tools to understand why it<\/span>\u2019<\/span>s important. The student revolutions in Korea didn<\/span>\u2019<\/span>t happen with students just peacefully asking the dictator to step down. It was through the blood of students, sacrificing their lives and their time that they had to make sure that their country could be free, to make sure that their children could be free.\u2019<\/span><\/p>\n<\/blockquote>\n When the protests for Gaza began at <\/span>UvA<\/span>, Rachel felt compelled to participate, driven by a sense of responsibility to amplify marginalized voices, and to continue the legacy of her father.<\/span><\/p>\n Danielle\u2019s involvement in the protests for Gaza at <\/span>UvA<\/span> began at her workplace in the Hague, where she bonded with her colleague, Fatima, a girl of Palestinian origin. She became involved with events, raising awareness on the situation in Gaza, which also directed her attention to <\/span>UvA<\/span>.<\/span><\/p>\n \u2018I did my bachelor<\/span>\u2019<\/span>s at <\/span>UvA<\/span> when Russia invaded Ukraine, and I remember seeing the university<\/span>\u2019<\/span>s sincere response to it. The university had the flag on but with Palestine, the silence was so painful. Convinced that we need to be talking about this, <\/span>I presented an essay for an art school in The Hague, which turned out to be very important in the school cutting ties with the Israeli University.\u2019<\/span><\/p>\n<\/blockquote>\n In her academic pursuits, Danielle sought to merge her activism with her studies, focusing on the university<\/span>\u2019<\/span>s response to the protests and the need for greater awareness around the issue of Palestine. She recognized the importance of creating spaces for dialogue and protest within the university, pushing back against the administration<\/span>\u2019<\/span>s initial silence. Her efforts included organizing petitions and participating in discussions aimed at holding the university accountable for its complicity in the ongoing conflict. Danielle<\/span>\u2019<\/span>s activism is characterized by a desire to foster a sense of community and understanding among students, emphasizing the need for critical engagement with social issues. By documenting her experiences and those of her peers, she aims to advocate for a more inclusive and responsive academic environment. Protests often lead to new forms of resistance and artistic expression. As students reflect on their experiences, many find creative outlets to process their emotions and advocate for their cause, such as murals, photography, clothing, performances and exhibitions that capture the essence of their struggles. These serve as powerful tools for solidarity and community building, allowing students to communicate their messages in ways that transcend traditional discourse and have emerged as a vital aspect of student activism at <\/span>UvA<\/span>. During the occupations, banners and installations transformed university spaces into galleries of dissent. One notable example was a life-size flag displayed in the ABC building, bearing the words \u2018Free Palestine\u2019 and \u2018Cut ties with Israeli <\/span>colonizers<\/span>\u2019<\/span>. Such visual statements have amplified the protesters<\/span>\u2019<\/span> voices, capturing attention and sparking dialogue among the broader student body and faculty. (<\/span>Het <\/span>Parool<\/span><\/a>)<\/span><\/p>\n Another example is the <\/span>Tabaria<\/span>The university\u2019s response<\/h3>\n
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<\/span><\/p>\nProtests in <\/span>s<\/span>emi-<\/span>p<\/span>ublic <\/span>a<\/span>cademic <\/span>s<\/span>paces<\/span><\/h3>\n
<\/span>Photo: Andrea Kis, 2024, staff solidarity walk-out event<\/span><\/p>\n
<\/span><\/p>\nThe <\/span>e<\/span>mbodied <\/span>e<\/span>xperiences of <\/span>c<\/span>onflict<\/span><\/h3>\n
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<\/span>Photo: Andrea Kis, 2024, students protesting at <\/span>UvA<\/span><\/p>\n\n
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<\/span><\/p>\nArtistic <\/span>r<\/span>esponses to <\/span>c<\/span>onflict<\/span><\/h3>\n