The Mathematics of Solidarity in a Collaborative Disability Rights Project

• In Event: Critically Authoring Resistance in Mathematics and Science Education

Abstract

This paper examines the possibilities and tensions learners encountered in engaging with a transdisciplinary disability rights project co-facilitated through their ASL and Statistics courses. Using qualitative ethnographic methods and a Disability Justice analytic framework, we consider how majority neurodivergent youth participants developed robust critiques of government data on individuals with disabilities and were also constrained in their emergent solidarities by the limitations of a dataset that did not include them.

Authors

• Emma Carene Gargroetzi, University of Texas at Austin

• Matthew Hertel, University of Texas at Austin

• Max Edward Love, University of Texas at Austin

• Ruriko Okita, University of Texas at Austin