Issues of power residing within various special education processes surrounding the lives of children considered emotionally disturbed have not been adequately addressed within our profession. In order to begin a discourse implicating ourselves in processes of hegemony and domination within educational practice and research, I propose a critical theory approach to understanding and representing lives considered disturbed. From this strand of socio-political theory, we may begin to hear and tell critical stories; specific, biographic narratives which value the child's personal knowledge and negate the dominant accounts in our field.
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