In this article, the authors trace the possible political potential of their post-modernist, feminist approach to life story research with people with the label of "learning difficulties." As a self-advocate with an ally, they define tagging along with each other as discovery science. The authors reflect on how they openly and critically write themselves into their life (story) as subjects in dialogue, which makes the driving force to negotiate openness, expose hegemonic power arrangements and inherent silences, highlight secrets of oppression and resistance, and revalue knowledge that risks being disqualified in current social sciences. To be able to do so, and to recognize activism, the authors reveal their choice to creatively apply a variety of research methodologies. Finally, they attempt to rethink and refine conceptualizations that pervade current theoretical developments in disability studies.