This study examines how experiences of disability come into being and how they are articulated within educational practices. In particular, it explores issues of social justice and equity regarding the discursive embracement of power relations and situated contextualization of hard-of-hearing students’ learning experiences. The experience of hearing loss is generated within specific culture, milieus and practices. What is important is not simply to make visible experiences that were invisible, but to reveal the ways that experience is not a reliable or self-evident source of knowledge, and that certain discursive regimes allow certain experiences to emerge in history while others get hidden or denied. Experience is constructed, and subjects are constituted through experience. Narrative inquiry permits a deep exploration of the multilayered contours of human disability experiences in education. Four hard of hearing students, three females and one male, participated in this study. The study draws on trails of Foucault’s genealogical method, which helps explore the disabled subject in education by locating some of the lost or hidden events and experiences (Foucault, 2003). The results show the prevalent governing power reflective of a normative ideological position: hard-of-hearing students are seen as deficit learners to be silenced and excluded. This study may initiate a provocative dialogue around the issues, and even fears of the hard of hearing students and educators to provide a more open and holistic environment for the development of effective social justice policies and practices in educational environments.

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