The following article focuses on the normativity of the rituals of resistance at school. It examines thisissue from the perspective of two cultures which clash in the school environment – the dominant culture (school culture) and subordinate culture (street culture). The rituals of resistance have diverse normativity,
depending on whether they are tools for maintaining school hegemony or they are supposed to lead to a change in the current order. The article also discusses the typology of students’ rituals of resistance
which was developed as a result of comparing M. Czarepaniak-Walczak’s concept of emancipational rose and P. McLaren’s groups of the rituals existing in everyday school life.