Pub. date: 2009 | Online Pub. Date: December 16, 2008 | DOI: 10.4135/9781412963992 | Print ISBN: 9781412906784 | Online ISBN: 9781412963992| Publisher:SAGE Publications, Inc.About this encyclopedia
Dan W. Butin
Student resistance to classroom instruction is often conceptualized as a student's critical rejection of formal and impositional academic content knowledge. Yet student resistance in K-12 and higher education can be understood in much broader and more nuanced terms. If student resistance is viewed as the willful (be it active or passive) rejection of academic content, then one can begin with John Dewey's comment in How We Think that teaching and learning are much like selling and buying: “One might as well say he has sold when no one has bought, as to say that he has taught when no one has learned” (p. 29). Viewing student resistance through such a broad lens makes clear that this is a long-standing phenomenon cutting across categories of race, ethnicity, class, and gender. Although such resistance may be labeled as academic “failure,” it is just as possible to ...