The emergence of postmodern ideas in the educational literature has complicated the field?s understandings of oppression and resistance. While important, this postmodern influence has been problematic in its tendency to stress the relatively nurturing forms of "pastoral" control generally experienced by the privileged. Such a focus can direct attention away from the often brutal discipline experienced by those who are more marginalized. The article examines contexts where pastoral or disciplinary forms of control predominate, noting the limited forms of resistance (if any) generated by each. It then looks to more sophisticated visions of resistance developed by scholars and activists. The article concludes by exploring the limitations inherent in any single approach to understanding or resisting domination.