In this article, the author discusses education and the politics of cyberpunk. The importance in contemporary education of critical theory as a pedagogic basis for the analysis of textual and cultural resources creates a space for educationalists to implement meaningful curriculum content. The genre of cyberpunk acts on this level, yet also activates a complex micropolitical field that will affect participants in these lessons. Cyberpunk is a rebellious social landscape dependent on science and computerized education, yet it escapes in terms of empowerment. It is a socially critical movement to the extent that it provides a space for the technologically-connected microformations to emerge. It develops communication between the micro and the macro, without a reversion to political or historical dialectics, but through the profusion of the digital panoply in education. Cyberpunk is one such culture and, in an increasingly computerized society, may prove to hold a key to understanding the acceleration of computerized cultural production and the resultant digital curriculum content. The dehumanized, inconsistent subject of cyberpunk passes through digital conduits, primarily to avoid being easily detected, and hence comes to resemble an avatar or trope, caught in the maze-like passages of technological information. It is therefore a figure readily open to transformation. Subjects in digital form are easily located via the use of mathematical or cybernetic surveillance techniques, yet they also, through direct contact with the techniques in question, may develop behavior which has mutated from any previously understood norm, and this makes them virtually undetectable.