A White Child with Autism Spectrum Disorder’s Engagement with Stories of Slavery and Freedom (Stage 1, 8:08 AM)

• In Event: e-Lightning Ed-Talk Session 20 - Stage 1

Abstract

This study examines how Vanessa, a White autistic child, participated in a classroom project on slavery and freedom. Despite the intersectional marginalization often faced by White children with disabilities, Vanessa demonstrated agency through inquiry, peer collaboration, and a wagon-making activity. Her engagement, supported by inclusive teaching and relational conditions, challenges assumptions about competence and participation. Grounded in DisCrit, this research highlights how Whiteness and ableism operate together to exclude, yet can be disrupted through relational pedagogical practices. The case illustrates that ability is not fixed but relationally constructed, offering insight into how young children with intersecting identities can meaningfully engage in justice-centered education.

Authors

• Hyeonryang Lim, The University of Texas at Austin

• John Wright, Pacific Lutheran University

• Jennifer Keys Adair, The University of Texas at Austin