Abstract
This essay raises questions about the category of "resistance" in educational research and the methodological dilemmas posed by its interpretation. It suggests that psychoanalytic theory provides a way of thinking about resistance that might be helpful for thinking about the gap between the narration of experience and the interpretation of experience. The essay provides a brief overview of conceptualizations of resistance in educational research, discusses the notion of the psychoanalytic dialogue and the qualities of resistance it offers, and brings a psychoanalytic understanding of resistance to bear on a research story that, at first glance, does not appear to qualify as a story of resistance. Finally, the essay explores the implications of these interpretive strategies for critical education research.
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