This issue of Occasional Papers began as a Graduate School seminar honoring Steven Schultz, a much beloved and respected faculty member whose untimely death from HIV/AIDS-related illnesses left a terrible hole in the lives of Bank Street staff members. The seminar, organized by Associate Dean for Academic Affairs Virginia Casper, a close friend and colleague of Steve's, was structured around his paper, "Finding Meaning in the Resistance of Preschool Children: Critical Theory Takes an Interpretive Look" (Schultz, 1989). The essays in this volume reflect a broad range of experiences and perspectives. Some of the ideas presented will be familiar to readers, and some will hopefully open new doors into classroom lives. References are provided at the end of each essay. After an introduction by Jonathan G. Silin, essays include: (1) Part I--Resistance as Classroom Dynamic: Finding Meaning in the Resistance of Preschool Children: Critical Theory Takes an Interpretative Look (Steven Schultz); (2) Building Higher Than We Are Tall: The Power of Narrative Inquiry in the Life of a Teacher (Stephanie Bevacqua); (3) From Resistance to Rebellion, and Rebellion to Revolution: Notes on Transformation in First Grade (Jenna Laslocky); (4) Part II--Resistance: Beyond Critical Theory: Everyday Tactics and the Carnivalesque: New Lenses for Viewing Resistance in the Preschool (Joseph Tobin); (5) The Pleasure of Resistance: Jouissance and Reconceiving "Misbehavior" (Peter Taubman); (6) Part III--Resistance: Families, Schools, and Educational Choices--The Power of More Than One (Jane King); (7) Student Resistance and Standardization in Schools (Frank Pignatelli); and (8) Teaching My Child to Resist Kindergarten (Christine Ferris). (Individual essays contain references.)