ABSTRACT
In this chapter I explain my deepening involvement with the children and their teachers in the search for truths. I began to understand the ways in which that search was contextualized and bounded in the individual classrooms and the lives of the children and teachers and to see the ways in which school and life experiences “chiseled and fragmented.” I also saw moments of confirmation and affirmation (the first glimmers of counterportrait activity) embedded within the constantly looming shadows of the official portrait of failure with which the children and teachers lived.
