Purpose – The purpose of this paper is to explore and explain the role of the traditional Chinese rhetoric of “conscience” in teachers’ resistance against the drive for accountability that oppresses them.

Design/methodology/approach – This paper first introduces increased accountability in the context of Macao and describes its impact on teachers. Following this, it presents a post-structuralist theory of teachers’ resistance as an analytical framework. A case study was conducted to illuminate how teachers employ the rhetoric of conscience to respond to the challenges raised by the prevalence of accountability.

Findings – This paper argues that the rhetoric of conscience, as the traditional paradigm, provides new insight for teachers to live a life that is different from the normality that is defined by the discourse introduced by accountability.

Originality/value – This paper sheds light on the role of the traditional Chinese rhetoric of conscience in teachers’ resistance in an era of accountability. In teachers’ lived experiences, the rhetoric of conscience intersects with the dominating notion of accountability and this contributes to a transitional discursive space where teachers’ resistance emerges as they negotiate or struggle with the entangled discourses.