Chapter 8: Resistance is Not Futile

If you’ve ever taught than you have most likely at some point or another experienced student resistance in the classroom. This resistance can vary significantly ranging from the slighted student who felt a quiz or test question was unfair to the student who seems to push back at every turn refusing to engage in any classroom activity. Students learn early in their academic careers that resistance often leads to results. In the case of the student overturning a test question, the teacher may not consider it a big deal to waive a single question out of fifty on an exam, but the student sees it as an essential victory. In some cases the teacher may even praise the student if they make a mature and solid argument for the exclusion of the question. Furthermore, this small victory will have an immediate impact on their assessment results. As for the student who refuses to engage in any official class function has clearly understood that there is nothing physically the teacher can do to make them engage. These are essentially important aspects for the classroom community. Instances like these demonstrate that students carry with them a certain level of power in the classroom that teachers are sometimes unable or unwilling to challenge at every turn. Students also realize there is safety and strength in numbers. The more students that resist the more powerful they become and the teacher becomes less able to function in the manner they had planned. Moments of student resistance have led to many of my most fruitful reflection sessions but also some deeply frustrating moments. The most important aspect for teachers to consider about the notion of resistance is that there is much to be learned from students through their resistance. We can better understand how they see our teaching and pedagogy if we listen closely and carefully consider the nature and substance of their resistance.