Constructions of educational meaning in the narratives of four deaf women teachers

Deaf teachers bring unique perspectives to the teaching of deaf and hard of hearing students, yet their "voices" have been recognized in neither sociological, psychological, nor philosophical accounts of education and deafness. In the present ethnographic study, narrative analysis is used to frame a description of how four deaf women make sense of their lives as teachers as they disclose their beliefs concerning teaching, their deafness, and their connection with the Deaf community.