We have recently completed doctoral research on the reconstruction of their vocational trajectories by paraplegic men and women in French-speaking Switzerland. Based on three female informants' life narratives, we analyse issues of gendered vocational guidance, pathways and identities in paraplegic people's life courses. We shape some empowering experience models and discourses about action, to which our female informants resort on their vocational pathways. A major goal of feminist pedagogies being women's emancipation from structural and personal limitations, our objective is here to point to the potential support that a feminist pedagogical approach could offer paraplegic women in the further development of personal models and discourses of self in the conduct of their educational and vocational life.