asked me to discuss “political correctness.” The three interviewers each made clear, by tone
and gesture, their disdain for the topics. I was being asked to distance myself from so-called
revisionism, PC, and multiculturalism.
The new term was less than 3 weeks away and I was growing more and more desperate. I
answered cautiously, with circumspection. But no matter how cautious and circumspect,
I was unable and unwilling to respond in a conservative manner. As I spun out my answers, I
could see, quite literally, their spirits harden and my job prospects dissipate.
A few days before the school year began, the (union) chapter leader of a city school whom I
had met in a graduate course set up a last-minute interview at his junior high school. The in-
terview was informal. The chapter leader’s endorsement, and my assurance that I had no
problem with discipline and control, were enough for the principal. I was hired on the spot.
I have spent the last 6 years devoting myself to a never-ending battle to free my class-
room from all vestiges of authoritarianism and other relationships of domination. I have
helped students conduct free speech fights, one over the flag salute and another over an un-
derground newspaper. My classes regularly produce a magazine written and edited by stu-
dents. Happily, I have discovered some like-minded colleagues with whom I can share ideas
and find support. At the same time, I am alienated from a significant percentage of my col-
leagues. To some, I am an object of hostility and ridicule. Others have comforted themselves
by defining me as an oddity, a deviant with an unhinged mind.
I am proud to say that my students have responded to me in a positive way. They particu-
larly appreciate the self-expression they enjoy in my classroom. One result of my practice is
that I have very few problems with student behavior. This has made it easy for the adminis-
tration to believe that, despite my heterodoxy, I am a good teacher. Despite the school sys-
tem’s logic of control, I have been able to create a space for freedom inside its walls, or so I
like to think. I also like to hope that inside these prison spaces children may laugh and learn,
and may choose to keep the divine fire burning for the benefit of mankind.
***Faith in God Gives Me Faith in Myself
By Deon Gordon Mitchell
Deon Gordon Mitchell was born in a rural community on the island of Jamaica in the Caribbean.
She was raised by her grandparents until she joined her mother in New York City when she was
14 years old. Deon is a high school teacher and deeply committed to her Pentacostal Church. She
works with the church youth group and writes articles for its newsletter discussing the importance
of education. Deon believes that with God by her side “my life is filled with hope and love.” She
teaches young people in school and in church “to fill their lives with hope and love.”—Alan Singer
Attending high school in New York City was scary for me. In Jamaica, teachers were very
strict. Students had to wear uniforms, sit up straight, and use proper language. When I got
here it was the extreme opposite. Classrooms were chaotic. I was considered a very good
student and got grades in the 90s, but it baffled me why. Was it because I was quiet and obe-
dient or because I really excelled? I graduated from high school in the top 20 in my class and
was accepted at a prestigious branch of the state university.
When I got to college I was quite confident—until I started classes. I had problems writing
and comprehending reading material and was placed on academic probation. I was on the
verge of getting thrown out of school and was terribly embarrassed. I pushed myself harder
and harder, staying up nights to study and going to tutoring. My skin broke out from stress, I
GOALS 23