Multilogues With Neurodiverse Learning Communities on Intersectionality and Educational Equity

• In Event: Dismantling, Redesigning, and Reconstructing Education Through an Intersectional Lens

Abstract

The purpose of this study was to explore intersectionality and educational equity using a neurodiversity perspective. As educational researchers with intersectional identities and ties to disability communities, we choose to interact with the work of neurodiverse learning communities and each other through multi-modal formats for knowledge formation, specifically applying the multilogue and the Miro board to leverage multiple modes of being and knowing toward educational change. In collaborative construction with multi-modal group publications, their authors and artists and, again, with each other, we ask, “How does intersectionality and educational equity emerge with/through neurodiverse multilogues?” Furthermore, we consider how engaging in multi-modal multilogues might inform future work towards inclusive education.

Authors

• Anani M. Vasquez, Neurodiversity Education Research Center

• Michelle Capriotti-Morales

• Audrey Amrein-Beardsley, Arizona State University