This article examines the need for an epistemological and ethical shift to a "guerilla pedagogy" in education. Guerilla pedagogy is characterized as a form of engagement that utilizes a wide variety of strategies, tactics, and missives toward the goal of "reterritorializing" both the academy and what counts as knowledge production. Guerilla pedagogy takes for granted that subjectivity and collaboration are constituted via difference and conflict, and that both function with generative dynamics. Three attributes of guerilla pedagogy are explored in this article: (1) performativity; (2) surprise and suspense; and (3) responsibility. (Contains 36 footnotes.)