This study is a critical narrative inquiry. The participants are my former pupils: graduates of an urban secondary program for multiply-challenged deaf and hard of hearing students. The researcher is me, their hard of hearing teacher who, as a result of her time in the classroom with these individuals, started to ask a lot of questions and then set out to answer them. All of us, our lives, and our stories, are the heart and soul of this study.
Through the theoretical, epistemological, and methodological lenses of narrative researcher, theorist on social justice issues, and special educator I inquire into the lived experiences and resultant stories of my former students. I place particular emphasis on using participants' voices that, in most other arenas, are seldom heard. This study also explores ways my participants taught me to better understand ability, schooling, and learning to teach and how we might re-imagine these constructs and institutions in the years to come. Finally, this study considers ways our stories may contribute to education for similar individuals and ways our voices might expand what is understood in our field.
University of Minnesota Ph.D. dissertation. October 2010. Major: Education, Curriculum and Instruction. Advisor: Mistilina Sato. 1 computer file (PDF); xi, 173 pages, appendices A-B.
Telling our stories: What my urban, multiply-challenged deaf and hard of hearing students taught me about ability, schooling, and learning to teach..
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