Note on Narrating Disability

We outline a theoretical view of narrative inquiry as both phenomenon and method, and we explore the growth and development of narrative inquiry in the field of education. Drawing on research with participants labeled as developmentally disabled, we show how narrative inquiry can illuminate how disability is understood and lived out in social, cultural, and institutional narratives that shaped the lived and told stories of individuals.

Notes

This work is supported in part by a grant from the Social Sciences and Humanities Research Council of Canada to D. Jean Clandinin and F. Michael Connelly.