In this issue, the Harvard Educational Review reprints Giroux's "Theories of Reproduction and Resistance in the New Sociology of Education: A Critical Analysis," which this journal first published in 1983. The construct of resistance in educational spaces continues to be invoked by researchers and the media alike, with different degrees of success. In this introduction to the reprint, Maya Alkateb-Chami discusses the affordances and limitations of framing teacher and student conduct as resistance and offer some notes for education researchers to consider when utilizing this construct in their work. In doing so, she examines scholarship from key scholars in this area. [For the reprinted article, see EJ1399341.]