Students' Resistance in the Classroom

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Abstract
This article describes subtle resistance of students in upper middle‐class high school classrooms who work toward achieving school success. This dialectical attitude of resistance and compliance is interpreted as being influenced by a teaching approach that attributes superiority to academic school knowledge and that promotes a recitation style of classroom interaction. It is argued that such an approach does not take into account adolescents' language and interests even though it goes along with upper middle‐class academic aspirations.

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