This article discusses the idea of "difference" in relation to "schools of recognition." The analysis is based on a three-year study that mapped the development of the Africentric Alternative School in the Toronto District School Board. Within, we review the concept of difference and juxtapose it with Gilles Deleuze's concept of "difference-in-itself" as a way to think about educational policy enactments. In order to understand how difference and recognition were enacted--and enacting--we examine how the idea "faciality" positioned eight key people in the development of the school.