d/Deaf Identity Construction in Mainstream and Deaf Schools: A Narrative Analysis

Centering the narratives of four d/Deaf staff members at an anonymous deaf school, this project analyzes how educational experiences in mainstream versus deaf schools impact the development of d/Deaf identities. First, traditional narrative analysis frameworks are placed in conversation with Disability Studies and Deaf Studies to uplift the legitimacy of American Sign Language (ASL) narratives. Then, four d/Deaf narratives are introduced and analyzed, highlighting the diversity of d/Deaf experiences and emphasizing the importance of deaf schools and spaces for identity development in deaf children. I relate these findings to educational and linguistic scholarship, and consider implications for deaf education.