Recognizing, experiencing, defining resistance. Empirical approaches to a pedagogically relevant concept

In Paulo Freire's Pedagogy of Liberation, the often underestimated concept of resistance is already significant in terms of argumentation. Based on this, this essay asks the question of the extent to which this concept can be reclaimed for pedagogical discussion under today's conditions. On the basis of an empirical survey of student teachers at a German university, the thesis is first put forward that the concept of resistance today is multidimensional and emotionally charged in a way that goes beyond Freire. Based on this, the categorical analysis of the students' statements opens up the field for further pedagogically relevant references to the understanding of the concept of resistance and its dimensions. As a result, resistant action and thinking as a form of learning comes into view again today.