Unifying Protest: How Gaza Sparks Solidarity at the University of Amsterdam

In recent years, the University of Amsterdam (UvA) has become a focal point for student activism, particularly concerning the ongoing war and genocide in Gaza. The university's campuses have transformed into arenas of protest, debate, and artistic expression, uniting students from diverse backgrounds in a shared pursuit of justice and human rights. Why do they think it is important to participate in protesting? Is it just an extracurricular activity, or do they see it as an integral part of the educational experience?

The recent escalation of violence in Gaza has resonated deeply within the UvA community. Students and staff have voiced their concerns over the humanitarian crisis, urging the university to take a definitive stand. This essay explores how the events affected the academic space within UvA, reflecting on the role of educational higher institutions concerning contemporary social issues and ongoing conflicts and wars.

On May 6, 2024, a coalition of students from UvA, Vrije Universiteit (VU), and Amsterdam University College (AUC) established a Gaza solidarity encampment on the Roeterseiland campus. Their demands included transparency regarding the university's ties with Israeli institutions and the cessation of collaborations with entities implicated in human rights violations. ​(Open letter, UvA, Het Parool, Folia)

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 May 7, 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.169 participants were arrested. The next day, thousands of people gathered to condemn police violence on university grounds, protest sparking a second encampment at Oudemanhuispoort campus of UvA. 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. (UvA)

Can a protest be non-disruptive and still efficient?

The protests continued through May. On May 13, 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.

The University’s Response to the Protests

The university's response to the protests has been a subject of intense debate and criticism among students and faculty. Initially, UvA 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’t 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.

In the days following the escalation of protests, UvA released a statement acknowledging the students’ 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' 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.(Folia, Open Letter, UvA)

Despite these efforts, many students felt that the university'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 reevaluation of partnerships with Israeli universities.

Protests in Semi-Public Academic Spaces

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.

Semi-public spaces within universities, such as lecture halls, cafeterias, and libraries, are also sites for critical discourse and activism.

Semi-public spaces within universities, such as lecture halls, cafeterias, and libraries, play a crucial role in shaping student experiences. These environments are not just venues for academic learning; they are also sites for critical discourse and activism. The protests at UvA 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.

There is tension between the university's aims of education, research, and valorization, and students' desires for active participation. As one of the students expressed: ‘As social scientists we are trained to dissect the most personal aspects of human thought and behavior, but when it comes to raising our voices for the oppressed, we are banned from expressing our opinion.’

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 of fostering an environment where critical discussions about politics, identity, and ethics can thrive, enriching academic experience.

The Embodied Experiences of Conflict

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.

Nour, Kamyab, Rachel and Danielle are all students at UvA Faculty of Behavioral and Social Sciences, and they were involved in raising awareness for the Palestinian struggles since the beginning of the war.

Nour: ‘I think it's a matter of privilege who protests and who doesn't, and who is able to and who isn’t, who doesn't have the energy to protest or do whatever.’

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: ‘I 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.’ When arriving at UvA, they initially perceived it as a progressive space but soon became disillusioned with the institution's selective political engagement. The university’s vocal support for Ukraine, contrasted with its relative silence on Palestine, deepened his skepticism.

‘Russia invaded Ukraine. They cut the ties. I was like: “Oh my God, I love this university.” And then, Sheikh Jarrah happened, where Israeli settlers started taking over a new neighborhood in Palestine. And we were protesting, not on campus, but in Dam Square.’

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.

‘And 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.’

Nour’s 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:

‘I think it's a matter of privilege right now, who protests and who doesn't, and who is able to and who isn’t, who doesn't have the energy to protest or do whatever. As a person from the Middle East, affected directly by this whole situation, I don't think I can give my energy to this. But I'm protesting in other ways to change the system from within. That'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't feel safe for a while. I decided that I don't want to protest anymore, but I'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.’

Kamyab: ‘I spent decades trying to appease and take away everything “ethnic” about myself when I appear in public in order to prevent any thought within the mind of white people and Dutch people.’

Kamyab, a Research Master’s student at UvA, has channeled 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 Kamyab, the University of Amsterdam protests provided both a platform to voice his convictions and a space to overcome internalized fears of being visible as an activist.

‘I spent decades trying to appease and take away everything “ethnic” about myself when I appear in public in order to 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've had my entire life shaped by this.’

Kamyab also acknowledged 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.

Rachel did her Political Science studies at UvA. 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.

‘I 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's effective. Many people were saying that peaceful protesting is how it should go – remember Martin Luther King. But my dad had given me the tools to understand why it's important. The student revolutions in Korea didn'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.’

When the protests for Gaza began at UvA, Rachel felt compelled to participate, driven by a sense of responsibility to amplify marginalized voices, and to continue the legacy of her father.

Rachel: ‘The student revolutions in Korea didn't happen with students just peacefully asking the dictator to step down.’

Danielle’s involvement in the protests for Gaza at UvA 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 UvA.

‘I did my bachelor's at UvA when Russia invaded Ukraine, and I remember seeing the university'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, 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.’

In her academic pursuits, Danielle sought to merge her activism with her studies, focusing on the university'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'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'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.

Artistic Responses to Conflict

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 UvA. 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 ‘Free Palestine’ and ‘Cut ties with Israeli colonizers'. Such visual statements have amplified the protesters' voices, capturing attention and sparking dialogue among the broader student body and faculty.​ (Het Parool)

During the occupations, banners and installations transformed university spaces into galleries of dissent.

Another example is the Tabaria cafe. Founded by activists, it has become a hub for artistic collaboration and cultural exchange, hosting events that showcase Palestinian art and heritage. When celebrating one year of Tabaria cafe, the volunteers and staff organized an art exhibition featuring works by Palestinian artists. The event drew a diverse crowd, with attendees sharing their personal connections to the artwork. ‘We wanted to create a space where people could engage with Palestinian culture and understand the struggles we face. Art has a unique ability to connect people and evoke empathy’, Danielle explained.

The interview with Danielle, who is also one of the cafe's organizers, reveals a deep commitment to not only raising funds for humanitarian efforts but also honoring Palestinian culture. The cafe's founders emphasize that their mission extends beyond mere financial support; they aim to create a welcoming environment where individuals can connect with their heritage and each other. This dual focus on cultural preservation and activism underscores the transformative power of art in times of conflict. The impact of the Tabaria cafe extends beyond its patrons. It has become a platform for community building, offering workshops and discussions that address the Palestinian experience. It is a place where Palestinians can just go and relax; enjoy Palestinian food or Arabic coffee.

The role of creativity in processing conflict cannot be overstated. By using art as a form of activism, students at UvA are participating in a long tradition of cultural resistance that seeks to confront and dismantle oppressive structures. Artistic responses to conflict can also serve to reclaim narratives that have been historically erased or silenced. As students engage with their identities through creative expression, they assert their right to be heard and recognized. This reclamation is particularly significant in the context of the Palestinian struggle, where narratives have often been marginalized in mainstream discourses.

Education as Engaged Citizenship

Education plays a crucial role in shaping the perspectives of young activists. At UvA, the curriculum encourages critical thinking and engagement with social issues. However, this potential is often stifled by institutional constraints and a reluctance to address politically sensitive topics. The protests and artistic responses emerging from the Gaza conflict challenge the university to reconsider its role in facilitating discussions around these critical issues. Students advocate for a more inclusive educational environment that acknowledges the complexities of global conflicts and empowers them to engage meaningfully with the world around them. By fostering a culture of activism and dialogue, universities can better prepare students to become informed and engaged citizens.

The solidarity demonstrated by students at UvA also highlights the importance of intersectionality in activism. Students from various backgrounds come together to support a common cause, recognizing that their struggles are interconnected. This solidarity is particularly crucial in a time when divisions based on race, religion, and nationality can easily emerge. For instance, during the protests, students from different ethnic backgrounds shared their experiences and perspectives, creating a rich dialogue that transcended individual identities.

By fostering a culture of activism and dialogue, universities can better prepare students to become informed and engaged citizens.

The ongoing genocide and war in Gaza have catalyzed a movement among students at UvA, uniting them in solidarity and shared purpose. As they engage in protests and artistic expressions, students are redefining what it means to be politically active within academic spaces. The protests at UvA illustrate the vital role that political debates and activism play in enriching student life, fostering critical engagement with pressing social issues.

By embracing their embodied experiences of conflict and channeling their emotions into artistic responses, students are not only advocating for justice but also creating a sense of community that transcends cultural and ethnic boundaries. The call for universities to support such activism is more critical than ever, as these movements challenge the complacency of institutions and demand accountability. As the situation in Gaza continues to unfold, the solidarity forged among students at UvA serves as a testament to the power of collective action and the enduring significance of protest in shaping the future of social justice and cultural understanding. The lessons learned from these experiences will undoubtedly resonate far beyond the university campus, inspiring future generations to continue the fight for justice and human rights.

This text is part of the Come Together Fellowship Program, a training program for young journalists led by cultural journal Kurziv. The text was written under the guidance of rekto:verso.