Weaving DisCrit and Neurodiversity Studies: A Theoretical Literature Review

• In Event: Imagining Antiracist and Neurodiversity-Affirming Educational Spaces: An Exploration of Neurodiversity in Education

Abstract

Objectives: This theoretical literature review analyzes connections between DisCrit and Neurodiversity Studies (NS) frameworks, emphasizing how they weave together in educational contexts. Both frameworks have aims of radical equitable change for disabled people, yet there is a paucity of scholarship placing them in direct conversation. DisCrit is the intersection of Disability Studies and Critical Race Theory, engaging with the deep intersection between racism and ableism. It focuses on educational contexts analyzing the disproportionate diagnosis of minoritized children given the labels of emotional behavioral disturbance and intellectual disability, and the subsequent disparate outcomes for children residing at this intersection (Annamma et al., 2013). NS frameworks aim to depathologize and destigmatize neurological variation by “unlearn(ing) the cognitive normative gaze, as a way of cognitive decolonislisation” (Rosqvist et al., 2020, p. 227). Our analysis includes all aspects of neurodivergence, or individuals whose neurology diverges significantly from the dominant societal standards of “normal” (Asasumasu, 2016). We examine how centering the normative upholds carceral systems of white supremacy (Watts & Erevelles, 2004) that produce disproportionate labels and demonstrate how weaving these frameworks creates a theoretical analysis with generative implications for antiracist education.

Method: A theoretical literature review analysis of the DisCrit and NS frameworks was completed with these inquiries in mind: 1. Where do DisCrit and Neurodiversity Studies frameworks theoretically weave together? and 2. How can weaving these frameworks create spaces for educational researchers to engage with them? We review relevant articles, books, and chapters about the frameworks, emphasizing current trends and debates. Our findings discuss neuroqueering at school for racially minoritized students, and notions of fugitivity in current scholarship around neurodivergence (Manning, 2020; Roscigno, 2019). Neuroqueering brings to light the complex ways gender and sexuality are entwined with one’s neurotype and sociality, and emphasizes liberation from policing the types of embodiment that feel most natural to neurodivergent individuals (Walker, 2021). From neuroqueering, we pivot to discuss anti-racist education for neurodivergent students. Conclusions incorporate the wisdom of multiply marginalized neurodivergent disability justice activists (i.e., Leah Lakshmi Piepzna-Samarasinha; Lydia X.Z. Brown) and Black Autistic activists (i.e. Morénike Giwa Onaiwu, Timotheus “T.J.” Gordon, Jr.) with suggestions for teacher educators to incorporate this analysis into K-12 schools and beyond.

Significance. This paper fills a gap in the theoretical literature about disability and education. Through the theoretical weaving of Neurodiversity Studies and DisCrit frameworks, we seek to make meaningful contributions toward upending racial injustice in schools through analysis of Neurodiversity Studies at the intersection of race and racism and DisCrit’s engagement with Neurodiversity concepts. We create new spaces for teacher educators to utilize this information in practical ways that will support neurodivergent students in K-12 educational spaces and beyond. Additionally, given the guiding question of imagining educational spaces free of racial injustice, delving into this theoretical space ensures that neurodivergent students of color are kept at the forefront of our collective imagination.

Authors

• Marisa Kofke, SUNY - College at Brockport

• Meaghan Krazinski, Syracuse University