Rethinking Neurodiversity Activism and Intersectional Experiences in Higher Education

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

Abstract

Purpose: Historically, activism participation in student-led organization has been influential in both the micro (individual disability identity development and inclusion on campuses), meso (curricular changes, institutional practices), as well the macro systems level (policy in higher education) (Quaye et al., 2022). Disability and neurodiversity activism plays a vital role in challenging ableism and advocating for the rights of neurodivergent individuals on campuses (Gabel, 2010; Wheatle & Commodore, 2019), however it is often perceived of a siloed from other forms of historically and systemically enacted injustice. Researchers have found that participation in disability advocacy is often linked to other forms of activism (Kimball, et al., 2016), but little is known about the specific experiences of challenges, opportunities, and possibilities of intersectional neurodiversity and disability student-led activism. This paper aims to explore 1) how institutions shape the activism and engagement in student-led disability and neurodiversity 2) experiences and perspectives of key stakeholders engaging in or supporting anti-ableist changes, and 3) how neurodiversity and disability activism on campus intersect with student activism initiatives combating injustice on campuses (racial, gender, LGBTQIA+, etc.).

Theoretical Framework & Methods: Utilizing a framework grounded in Neurodiversity (Singer, 1999), DisCrit (Annamma, Ferri, & Connor, 2018), and Intersectionality (Crenshaw, 1995) this research will utilize a qualitative approach, employing in-depth interviews with key stakeholders (student activists, faculty advisors for student groups, etc.) as well as an exploration of the documents (student group publications, bi-laws, etc.). This paper aims to gain insights into the lived experiences, collaborations, challenges, joys, and possibilities faced by student-led activism in their pursuit of intersectional equity and justice.

Implications: This work purports to explore the crucial intersection of neurodiversity activism and other student-led movements combating injustice and affecting change in higher education. By exploring the challenges student-led activism faces, we can seek reflections on possibilities for anti-ableist, anti-capitalist transformation in higher education. Illuminating the connections between neurodiversity activism and other student activism efforts, the research seeks to demonstrate the power of collaboration and solidarity in effecting meaningful change in higher education environments, providing valuable findings for student activists (and those seeking), university faculty and administrators, and policymakers seeking to create more inclusive and socially just campuses.

Authors

• Laurie Gutmann Kahn, Moravian University

• Saili S. Kulkarni, San Jose State University