Abstract
In this article, I theorize resistance in cultural-historical terms, from an activity-based and semiotic perspective and argue for classroom practice that makes use of the resources deployed through resistance. Here, resistance is located below the level of goal-oriented action; the subject of resistance is a consumer of meanings made by others. To theorize resistance in these terms, I explore the role of negation in the development of cognition and semiosis and (re)introduce the problem of the subject of semiosis and, specifically, the role of mimesis-identification and resistance-in learning. Finally, I present empirical data that illustrates my argument and conclude that teachers must look below the level of goal-oriented action to recognize the resources deployed through resistance by marginalized students.
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