The project interrogates the prevailing practices of classifying and organizing knowledge in libraries of the Global North. Drawing on Emily Drabinski’s article “Teaching the Radical Catalog” (2008) the project develops a study and research program that investigates the politics of naming and framing and the practices of searching and finding in libraries from an intersectional and decolonial perspective. The program geopolitically situates Western library systems as embedded in coloniality, addresses their claim of universality and neutrality, and investigates the resulting biases and structural oppressions and exclusions: To find certain things, it might be enough to type one word, for others we need a multitude of search terms until we find the information we are looking for. Some things cannot be found at all. In eight sessions, together with librarians, activists, artists, designers and programmers, the syllabus examines the library catalogue’s technological foundations and addresses the assumptions, authority, and privilege of those bodies who do the cataloguing work. It explores a range of practice-based experiments to intervene into these default structures. Through a range of discursive formats (workshops, exhibitions, publications), and by connecting people and practices, this artistic program creates awareness and understanding of the underlying structural biases so that they can be addressed. Teaching the Radical Catalogue has been exhibited in the “Reading the Library” (Foundation Sitterwerk). The entire syllabus, including seven interviews is published online. And the issue 375 of Fabrikzeitung Zurich (Dec 2021, print) is dedicated to this work with new texts and conversations building on the exhibition.