The following is the introduction to a series of ten additional sections revealing what I learned while employed as an educator at the Cuyahoga County Juvenile Detention Center (CCJDC) in Cleveland, Ohio.
The lines between good and evil, justice and injustice, virtuous and unvirtuous, and consequential and inconsequential were never more undefined and indistinct than the four years I taught at the Cuyahoga County Juvenile Detention Center in Cleveland, Ohio. Jail changes everyone, including those who are able to leave and return to their families and communities each day once their shift is complete. Anyone repeatedly exposed to the routines, sounds, sights, and the numbing absence of scent or touch, begins to conform unwittingly and often unwillingly to the absurdities of the institution. It is an unhealthy and vacuous normalization to become immersed in.
Yet, I possess the distinctly immodest notion, as many educators do, that I have the ability to teach any child within my reach. Thus, as I contemplated leaving the teaching profession entirely after working for sixteen years in public high schools throughout the city of Cleveland, Ohio, a position for a social studies teacher at the county’s juvenile detention center became vacant. Communicating through a long-established network of colleagues, I was encouraged to apply for the post. After the interview process was complete, a job offer was made. Although the new placement meant my salary would be reduced by approximately twenty percent, the appeal of no longer having to prove my value within a system hyper focused on test scores and data, which requires an intentional neglect of the humanity of children, enticed me more than monetary factors. After all, I have not known any teachers who entered the profession with visions of future fortunes. There is a reason teaching colleges at universities are not part of the business college. Teaching is a humanity.
Being a teacher for any length of time results in hoarding a massive amount of materials, just in case they are needed in the future, and because teachers are never certain if they will be able to obtain the items again if they do decide to discard them. It took me twenty years to relinquish the plastic sheets filled with history notes for the overhead projector I used when I first began teaching in 1998, even though they had been filed away and unused for fifteen years. This accumulation of materials means it is never enjoyable to pack up a classroom and move to a new one. Yet, I bundled my many belongings and supplies, loaded them into a large SUV and prepared to go to jail.
My first few days at the juvenile detention center were spent trying to figure out how to get in and out of the facility. The nine-story, low-rise, cream-colored building on a reclaimed industrial site east of downtown Cleveland looms largely and noticeably over the neighborhoods nearby. It is not coincidental that its location is near some of the most impoverished areas of the city and multiple public housing complexes. The majority of the young men who arrived to my classroom grew up in nearby neighborhoods, plagued with particles of discrimination and segregation.
For the general public and most employees, entering the Juvenile Justice Center requires passing through a sheriff’s security station immediately after the main entrance doors. Bags are rolled on a belt through x-ray machines while sheriffs view their contents on monitors. Then, everyone walks through metal detectors, hoping they didn’t forget keys or change in their pockets because that misstep requires them to circle around and attempt the whole process once more. It also draws disapproving eyes from anyone in line waiting for their turn. Next, individuals going to the detention center complex must swipe their badges to open a door which allows entry into an area with coat racks, locker rooms, a kitchen area, a training room, and offices. When transitioning from the public area of the Juvenile Justice Center to the secure area, the visual contrast is stark and harsh. All hues of color are assaulted and consumed by a complete white washing of the floors, furnishings, walls, and ceilings. No natural lighting filters through the solid block walls, which leaves only the intimidating and accusatory glare of fluorescent lights.
The next step of gaining entry to the residential and school area includes another rolling belt to place bags on for another x-ray. Only clear bags are permitted. There is another stroll through a metal detector, and friendly brief exchanges between the sheriff assigned to the station and employees following the security routine. Once cleared to continue, a short walk to a heavy white door with a small vertical rectangular window is required. Someone in another room watches this brief walk through mounted cameras encased in half circles attached to the ceiling. A buzz at the door from the watcher grants entrance to a narrow corridor that leads to another weighty door. Again, someone in a different room is watching through cameras and the sound of the buzzer at the second door means access to the detention center has been permitted.
Upon opening the door, a short distance to the left, along rubber track flooring and curved white concrete block walls are two sets of doors with windows revealing the school area. Another swipe of my badge provides admittance to the school. Dark blue, bumpy carpet, walls covered with certificates celebrating student successes and colorful motivational posters break the white monotony, but there is no escaping the unrelenting fluorescent lights. When I first arrived to this school, my need to escape the sterile and drab whiteness everywhere overwhelmed me. Soon, my students’ artwork began creeping to walls beyond my classroom, like vines on a trestle covering foot after foot until the whiteness was absorbed. By my second year there, others had embraced the idea of decorating beyond their classroom or office walls. The school at the detention center became an oasis of color in an otherwise barren, bleached desert.
There are ten classrooms side-by-side along two adjacent walls in the rectangle-shaped school area. An under-utilized life skills room with kitchen appliances and a washer and dryer is in one corner of the school, and an open library area is in the middle. Next to the library is a room with windows on three sides deemed the “fishbowl” room because anyone walking by any of the three windowed sides can peer in. A main office with a teacher supply room and three offices for intervention (special education) teachers is along another wall. A fourth wall has a barbershop and school storage room.
In order to exit the school area, the entrance procedures are followed in reverse: swipe out of the school, wait to be buzzed through two heavy white doors, walk past one sheriff station, gather outerwear and personal belongings, exit the secure area, and walk past a second sheriff station. My error the first few days of working at the detention center was not identifying a landmark to designate the set of heavy white doors needed to leave. As I attempted to leave work, I was buzzed through the thick white door I was waiting at, only to find myself in a small room with a chair and no other doors. My confusion must have been transmitted through the pixels captured by the camera. A voice over the speaker asked, “Ma’am, where are you trying to go?” Embarrassed, I responded I was seeking the exit. I was released from the small room and directed back to a door I had initially passed, with a red exit light above it. Remembering to look beyond the eye level my 5’4” height is accustomed to was probably the first lesson I learned at the detention center, but it wasn’t one my students taught me.