Neuroqueering as Resistance: “We’re More Than What the People Who Run Our Country Perceive Us As”

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

Abstract

Purpose: The socio-political landscape of K-12 public schools across the USA is complicated by social conservative policies, attitudes, and actions grounded in ableism, racism, transphobia, cisgenderism, and neuronormativity (Peele, 2023; ACLU, 2023; Rummler & Luterman, 2023). Beliefs grounded in the pathology paradigm that certain bodies are “normal” and others are “abnormal'' infect our school systems in vast forms of intersectional oppression wreaking havoc on trans autistic youth (Brown, 2017). The consequences of such overlapping nefarious dominant discourses are detrimental as they uphold the ideology of normal informing which bodies are deserving of being seen and treated as a whole person (Brown, 2017). When hetero-cis, and able-bodied dominance, assumptions, and behaviors are unchallenged and unlearned, harm will continue to be produced, sustained, and enacted in our school systems (Ferri, 2010). Therefore, the purpose of this paper is threefold: (1) explore the transformative potential of neuroqueering as resistance through the perspectives of autistic transgender youth; (2) highlight the connection between ableism and other forms of oppression and; (3) advocate for the ethical obligation of dismantling cisgenderist-ableist discourses in K-12 schools, with implications for research, policy, and practice.

Theoretical Framework: Drawing on Radical Disability Theory (Withers, 2012; Withers et al., 2019) and Neuroqueer Theory (Walker, 2021), this paper explores autistic trans lived experiences and leverages the interdisciplinary power of anti-oppressive frameworks. Placing these frameworks in conversation allowed for deeper understandings around societal structures that fuel oppressive dominant discourses while also helping pave the way for the eradication of such structures at the intersection of ableism, racism, cisgenderism, and neuronormativity.

Methods and Findings: Utilizing data from a larger qualitative study, the experiences of 6 autistic transgender youth aged 16-21 were examined. Data collection involved three interviews and the use of photography to capture nature connections to their intersectional identities. Across the participants, three resounding themes emerged: 1) Ableism as a catalyst for oppression, demonstrates the ways the participants’ collective narratives shed light on the pervasive nature of ableism and the interplay between various forms of discrimination (i.e. racism, sexism, cisgenderism). By navigating the complex intersections of oppression, participants exemplified how an understanding of ableism exposes the mechanisms by which different types of oppression intertwine and feed into one another. 2) Neuroqueering as resistance showcased the transformative power of embracing neuroqueer identities as a profound act of resistance against oppressive norms. Through neuroqueer resistance, the participants defied societal expectations across heteronormative, cisgenderism, and able-bodied discourses. 3) Neuroqueer joy and pride emerged as participants emphatically centered their autistic and trans joy and unapologetic pride transcending the confines of the pathology paradigm.

Implications: This research holds significant value representing one of the few explorations of the intersections between autism and gender identity among high school students. In recognizing the importance of neuroqueering, ableism as a catalyst for oppression, and the expression of joy and pride within trans autistic identities, the lived experiences in this paper act to disrupt traditional paradigms and contribute to a more inclusive and comprehensive understanding of the lived experiences of autistic transgender youth.

Authors

• Angela Ingram, Purdue University - Northwest

• Shari Rosen, Essential Learning Group