Increasingly those working in higher education are tasked with targeting their teaching approaches and techniques to improve the "employability" of graduates. However, this approach is promoted with little recognition that enhanced employability does not guarantee employment outcomes or the tensions inherent in pursuing this agenda. The increasing focus on employability seems to suggest that the primary role of contemporary higher education is to produce skilled (yet increasingly un/der paid and precarious) workers. Although graduate employment is undoubtedly an important outcome, we do not consider it our primary purpose or the yardstick by which the quality of education (and our teaching) should be measured. To do so would be to cede ground on what the role of higher education is and can be, potentially impacting negatively on both students and those who teach them. Drawing on anarchist pedagogies and prefigurative politics and our own experiences as educators and researchers in vocationally-oriented disciplines, we consider the possibilities for resistance within the academy to the dominant discourses of employability. We highlight the tensions inherent in the neoliberal pursuit of employability, characterising them as fissures through which possibilities for resistance and transformative praxes may take hold and indeed thrive.