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For good measure, I take one last, long, albeit surreptitious glance outside. The vice-principal has emerged from his office and is running onto the field in a vain attempt to catch the fourth-form soccer players who, like a welltrained guerrilla unit, have grabbed their once white uniform shirts and are scattering in many different directions, putting considerable distance between themselves and the school. Some are scaling the high wall dividing the school from a cemetery, others are running down the school drive to the main road, while others still have used their school bags to protect their hands and leaped over the barbed wire fence into the police barracks grounds and are sprinting across the police barracks’ green, well-kept sports field.

A. Ed. thesis was written in the third person. At my defense, a feminist faculty member, Magda Lewis, asked me why I had chosen to write my thesis in the third person. This was a very surprising question to me at the time since I had never even considered the possibility of writing in the first person. She allowed my confused mumble about having always written in the third person to stand, aware no doubt that she had shaken up my taken-for-granted approach to academic writing. Since that intervention, I have paid close attention to the use of the first person in academic writing and have discovered that certain feminist and critical educators (acting on the notions that the personal is political and that academic work is political work) have been at the forefront of writing in the first person and inserting the personal into academic writing.

Progressive academic work in general and critical pedagogy in particular have always been criticized for their supposed inaccessibility, and the theoretical turn to “the posts” (postmodernism, poststructuralism, postcolonialism) in progressive discourse has only added fuel to the fire. , new concepts need/breed new language, old words carry with them the baggage of old meanings, people have to work at new concepts and viewpoints, and the specificity of new language ensures one cannot undertake a superficial reading).