Marronage is specifically key within the university to create places of resistance and freedom from the academe.

https://www.tandfonline.com/doi/full/10.1080/10665684.2016.1227585

Political scientist and historian Neil Roberts (Citation2015) posits that the dialectics of slavery and freedom are under-theorized to address oppressive societies and associative, unpredictable marron practices. Marronage is a practice of freedom that must, necessarily, start from the condition and category of enslavement in order to transgress it. Working through connective conceptualizations of enslavement, disavowal, freedom, and agency, Roberts argues that historical and theoretical nuance has been absent in theorizing freedom as marronage from slavery. The repetitive flight for sovereignty must be considered, even if it is squelched repeatedly, in the cumulative. It is in the cumulative that its relentless expression of freedom can be viewed. “The actions, beliefs, and ideals of slave masses, good and bad, are, in a repeating circular logic, habitually ignored. We must remove the epistemological cataract” (Roberts, Citation2015, p. 115) that obscures the fugitive logic within and across these evasions. Pedagogical practices of resistance and survivance must, similarly, be apprehended, set still temporarily in order to be viewed, in their dialectical relationship to formal, oppressive structures of schooling. Learning that seeks to find a side street from the test score production factory mill of schooling does so in dialectical relationship to the factory. It sources, temporarily and liminally, its sense of being in relation to the oppressive stratifying structures of formal education. Learning as resistance within a context that creates and contains Black and Brown student bodies and accumulates property rights for a few, cannot be sufficiently described without addressing the intermittent departures from those structures. Neither can the structures of oppression be adequately understood without pedagogical practices of resistance. Education has always had the potential to serve and shield spaces of unruly learning. Perhaps a first step into this potential is seeing more clearly the fugitive acts of learning as they occur within oppressive structures.