This article looks at Lebanon’s October 17 uprising from the vantage point of teaching in academia when classes were suspended and students were no longer meeting in the classroom to participate in a course of high relevance aiming to address and unpack the unfolding events on the streets. It argues that an engaged academic should not only preach to the converted but, more importantly, should account for those who feel disempowered or estranged, indifferent to “politics in action,” alienated for political reasons, or opposed to the protests.

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