Countercontrol occurs when individuals generate aversive conditions and the behaver escapes or avoids the contingency (Delprato, 2002). Since the 1950s, Skinner has pushed the field to consider the impact of countercontrol in the systemic analyses of the institutions of education, government, incarceration, and religion (1953). Today, we are bombarded with trying to plug the leaks across all systems, but especially in education and the support of culturally and linguistically diverse students with and without disabilities. In this presentation, we will present an updated analysis of this response to social aversive control and how it can be seen in many of the interventions that are rooted in behavior analysis at the classroom and district levels. Situating our analysis in more modern critical pedagogies, such as critical theory, culturally sustaining pedagogy, and culturally relevant teaching, we will present why the current performances of resistance seen in students are simply their way of regaining freedom in the face of socially aversive, controlling attempts at coercion and behavior management and why ecobehavioral analysis is critical (Delgado, 2002; Kinloch, 2017; Sidman, 2001). Lastly, we will link across a 60 year span of research to bring emancipatory education and control under the same roof.