In addition to the successes the author (Robert) experienced as a high school English teacher, he faced many challenges and frustrations, including student motivation and attendance, "helicopter parents," finding time and energy to grade papers, and limited resources. However, as an educator committed to teaching English to help students develop and use literacy not only to appreciate language and literature but also to raise awareness of social issues and affect positive change in the world--or what is often referred to as "critical literacy"--perhaps the most difficult challenge he faced in the classroom was student resistance. Since then, he has become interested in how English educators discuss and represent teaching English for critical literacy, and more specifically, how they represent and discuss student resistance to critical literacy. To explore how English educators represent critical literacy, particularly student resistance to it, the author teamed up with another English educator interested in critical literacy (Lisa), and they analyzed the peer-reviewed articles published over six years (2005-10) in "English Journal." (Contains 3 notes.)