I begin this chapter with the faces of the main participants once again. Their faces, smiles and complex lives reveal their lived identities and move them away from the abstract child. In Figure 4.1, you have probably recognized Chucho in the top left corner, Laura in the top right corner, Hugo in the bottom left corner and me in the bottom right corner. In the CEAR Project, we took the children's decisions seriously and respectfully. If you are meeting them it is because they want you to do so. In the first picture, you see only 18 children; one face is missing, Tania's, because she said no, and we respected that. In the second picture, you can see Claudia and Betty at the top right corner and me again at the bottom left corner. I debated whether I needed to include myself again or not, and I concluded that I had to because I was deeply connected to both classes. You will find only 30 faces in the second collage (Figure 4.2). The face missing is Rubén's, a very shy teenager who preferred that we not take his portrait. In this chapter, you will hear more about the children's complex lives. Unfortunately, I am not able to tell you about each and every one of them. However, some of them will speak to you on behalf of their peers. My promise is to continue telling you, and others, about each of them, so you can learn from them as much as we all did in the CEAR Project.

In this chapter, I first describe each class through a 'Day at the School' narrative. Each narrative starts with a brief description of the neighborhood and the school. These narratives also include the principals' and host teachers' voices combined with our classroom observations and field notes. They are followed by our comparative analysis of the two schools and classes. After this, I tell you stories about children's migration, and accounts of their actual working lives.