This article describes a study designed to better understand the fallout of extended school closures and staggered re-openings for one group heavily impacted by the pandemic, mothers of children with disabilities. Using feminist ways of knowing as the backdrop, we explored how a small group of mothers experienced pandemic-related educational shifts. We aimed to provide solidarity and a space of care. We employed narrative methods to support the storying of their individual and collective experiences. Data were synthesized vis-à-vis participants’ ethic of care, particularly in relationship to the power structures they traversed. Taking a deep dive into the experiences of a small group of mothers allowed us to contribute to the field’s understanding of mothers’ multiple identities and underscores the importance of including them in discussions around educational supports for children with disabilities, particularly in times of crisis.
school closures, students with disabilities, mothers, narrative inquiry
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.
Recommended APA Citation
Cheyney-Collante, K., Chapman, L., & Duggins, S. (2024). “We’re Not Walking Schools”: Storying the Pandemic Schooling Experiences of Mothers of Children with Disabilities. The Qualitative Report, 29(2), 535-555. https://doi.org/10.46743/2160-3715/2024.6129