ABSTRACT
This chapter reviews three perspectives of education that informed the design of the study, each one representing a strand of contemporary scholarship. The ontological turn and narrative turn, in complementary ways, advocate that researchers and practitioners consider human experience as a process of self-transformation. Meanwhile, occupational therapy has developed a framework for understanding our lives as an ongoing engagement between four interrelated dimensions: doing, being, becoming, and belonging. Taken together, these three perspectives advance our understanding of education as considerably more complex than “learning,” foregrounding the social and psychological events and strategies that inform emerging identities.
