Telling Teaching Stories.

Abstract

It is April 1959, I'm standing at the railing of the Batoiy's upper deck, and I feel that my life is ending. I'm looking out at the crowd that has gathered on the shore to see the ship's departure from Gdynia—a crowd that, all of a sudden, is irrevocably on the other side—and I want to break out, run back, run toward the familiar excitement, the waving hands, the exclamations. We can't be leaving all this behind—but we are. I am thirteen years old, and we are emigrating. It's a notion of such crushing, definitive finality that to me it might as well mean the end of the world. ■i■■i■■■■■■1 My sister, four years younger than I, is clutching F. Michael Connelly is a my hand wordlessly; she hardly understands where member of the faculty of we are, or what is happening to us. My parents are the Ontario Institute for highly agitated; they hadjust been put through a body Studies in Education, search by the customs police, probably as the farewell Toronto, and D. Jean Sesture of anti-Jewish harassment. Clandinin is a professor * * * * with the Faculty of j?, .. j, . r is a political philosophy based on the Education, University of . _ • „ T , .,. J idea that there is no private property and everything erta, monton. e should be shared equally between everybody, the authors acknowledge the teacher tells the class of ninth-graders. support of the Social But isn't Communism evil? somebody asks. Sciences and Humanities Don't they kill people over there? Research Council of Mr. Jones—he has a kindly, square face and a Canada in the preparation crew cut that looks like it's made of horsehair—then of this article has an inspiration. He turns to me and asks me to

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